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ERIC Number: ED550359
Record Type: Non-Journal
Publication Date: 2012
Pages: 169
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-9850-3
ISSN: N/A
The Role of Supplemental Instruction in Academic Success and Retention at a Hispanic-Serving Institution
Meling, Vanessa Bogran
ProQuest LLC, Ed.D. Dissertation, Texas A&M University, Kingsville
Student retention has been a challenge for higher education institutions, an urgent issue that must be reassessed and improved at these institutions. It is essential for many Hispanic-serving institutions (HSIs) that have a high percentage of Hispanic populations to find ways where they will support and retain a growing number of minority degree-seeking students. Furthermore, one of the biggest challenges is not only increasing retention at HSIs, but additionally supporting the Science, Technology, Engineering, and Math (STEM) courses at these institutions. Supplemental Instruction (SI) has been confirmed by multiple researchers to increase retention and academic success among students in higher education, particularly among minority students. The purpose of this ex post facto study was to evaluate and discover the impact Supplemental Instruction had on retention and academic success for Hispanic students in mathematics, chemistry, and physics courses at a south Texas HSI. The sample for the study consisted of 720 undergraduate Hispanic students who were enrolled in selected gateway STEM courses, College Algebra, University Physics I, or Inorganic Chemistry I, at this particular Hispanic-serving institution during the 2009-2010 academic year. Data collected for all students in the sample included student demographic information, SI attendance, final course grade, and course completion rates. Based on attendance data, students were classified into three SI attendance levels: non-SI, low, and high attendance. The results showed a significant difference in final course grades and course completion for Hispanic students between select groups. There was a significant difference between the non-SI group (0 sessions) and the low (1-10 sessions) level of SI participants in math, chemistry, and physics. There was also a significant difference between the non-SI group (0 sessions) to high level (11 and more) of SI participants in math, chemistry, and physics. There was no significance between the low to high SI level groups. The significant main effect that impacted academic success and course completion among Hispanic students at an HSI was SI participation. The study helps provide insight into the effectiveness of SI at a Hispanic-serving institution, particularly with Hispanic students. It also contributes to the existing research that shows that SI is an effective student success intervention in improving academic success and course retention among Hispanic students in STEM related courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas