Evaluating the Effectiveness of Supplemental Instruction on Generation Z Students in AGN 331

Shania Simons, Candis L. Carraway, Stephanie Jones, Frantisek Majs

Research output: Other contribution


The purpose of this research was to determine the effectiveness, barriers and benefits of Supplemental Instruction (SI) on Generation Z students in AGN 331. The theory used as a model for this research was the Pace’s Model of College Impress. Prior research indicated that SI improves test scores, final grades, and persistence in historically difficult courses. Correlations and ANOVA’s were performed on SAS in order to determine a relationship between the non-SI attendees to those who did attend SI. The final grade reported an average of 0.56 points higher and on the final exam 4.26 points higher if the student had access to SI sessions. The conclusion: SI was effective in increasing final grades in AGN 331. Student perceptions of SI were gathered via Qualtrics. The survey showed that all students, regardless of attendance, thought SI was beneficial. The biggest barrier to their attendance was other obligations at that time.

Original languageUndefined/Unknown
StatePublished - May 18 2019

Publication series

NameElectronic Theses and Dissertations

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