SI Participants Student Profile

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SI Participants

The effect of SI on students of varying ethnicity, motivation and effectiveness of Supplemental Instruction with minority students. In courses where SI was offered, minority students participated in SI Sessions at rates equal to or higher than non-minority students. Figures below indicate percentages from the population of represented ethnicity's (example: 50.9% of all Hispanic-Americans enrolled in courses with SI chose to attend SI).

Minority students who participated in SI earned, on the average, one-half letter grade higher for the course than minority students who did not participate in SI. Also, the rate of D & F grades and withdrawals for the course was lower in the SI group than in the Non-SI group.

· level of significance of difference: .05 using chi-square test ** level of significance of difference: 0.01 using independent t~test. Research completed in 1987 by May Garland, Linn-Benton Community College (Albany, Oregon) and supported with funds from the National Association for Developmental Education. Of the 2410 subjects in the study, 12.4% (299) were minority. Thirteen institutions participated in the study. Subjects in the study were students in classes where SI was offered during Winter and Fall, 1987. The following data were provided for each student in the study: race, standardized entry test scores, number of times attending SI, and final course grade.

Supplemental Instruction and Student Motivation

Analysis of data suggests that participation in SI, and not the students' motivation level, made the most difference in improving student academic performance. The SI program is evaluated through the analysis of semester course grades and reenrollment data for three groups:

1. SI Group--Students who participated in SI.
2. Motivational Control Group--Students who indicated a high level of interest in SI, but who were unable to attend because of scheduling conflicts with employment or course work.
3. Non-SI Group--Students who never participated and never indicated strong intent to participate in SI.

* level or significance of difference: 0.05 using chi-square test ** level of significance of difference: 0.01 using independent t-test UMKC SI Data: Fall, 1996.