Effect of Administrative Placement and Fidelity of Implementation of the Model on Effectiveness of Supplemental Instruction Programs.
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| Title: | Effect of Administrative Placement and Fidelity of Implementation of the Model on Effectiveness of Supplemental Instruction Programs. |
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| Language: | English |
| Authors: | Arendale, David Ray |
| Peer Reviewed: | N |
| Page Count: | 476 |
| Publication Date: | 2000 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations Reports - Research Tests/Questionnaires |
| Descriptors: | College Students, Colleges, Enrichment Activities, Higher Education, Instruction, Instructional Effectiveness, Program Effectiveness, Teaching Methods |
| Geographic Terms: | U.S.; Minnesota |
| Abstract: | This research investigated variables that may influence effectiveness of the Supplemental Instruction (SI) learning assistance and enrichment program at the University of Missouri-Kansas City and other U.S. postsecondary institutions. The first study analyzed variables related to academic performance of students from the university (mean final course grades, rate of course withdrawal, and rate of persistence). Study two investigated variables at 735 U.S. postsecondary institutions related to academic performance of students and satisfaction level with the campus SI program. Independent variables included: administrative placement of the SI program unit (academic affairs, student affairs, or other); age of the SI program, fidelity of the program to SI program activity constructs (SI Supervisor involvement, SI Leader involvement, SI Leader training, institutional involvement), and four dependent variables (mean final course grades, mean percent of "D" and "F" final course grades and course withdrawals, mean percent of students who participate in the program, and satisfaction level with the program. The first study found a positive correlation between higher academic achievement and persistence rates with the independent variables of SI attendance and measures of precollegiate academic achievement. In study two, there were statistically significant positive correlations with three of four program activity constructs and the effectiveness of the program regarding improved student outcomes and higher satisfaction ratings by campus administrators who supervised the program. Among the implications of this research is the identification of key activities that should be observed to maximize program effectiveness. Three appendixes contain survey correspondence, a survey questionnaire, and an extensive annotated bibliography of world related to SI. (Contains 290 references and 34 tables.) (SLD) |
| Notes: | Ph.D. Dissertation, University of Missouri-Kansas City. For a related bibliography, see HE 036 139. |
| Journal Code: | RIEMAY2004 |
| Entry Date: | 2004 |
| Accession Number: | ED480590 |
| Database: | ERIC |
| Abstract: | This research investigated variables that may influence effectiveness of the Supplemental Instruction (SI) learning assistance and enrichment program at the University of Missouri-Kansas City and other U.S. postsecondary institutions. The first study analyzed variables related to academic performance of students from the university (mean final course grades, rate of course withdrawal, and rate of persistence). Study two investigated variables at 735 U.S. postsecondary institutions related to academic performance of students and satisfaction level with the campus SI program. Independent variables included: administrative placement of the SI program unit (academic affairs, student affairs, or other); age of the SI program, fidelity of the program to SI program activity constructs (SI Supervisor involvement, SI Leader involvement, SI Leader training, institutional involvement), and four dependent variables (mean final course grades, mean percent of "D" and "F" final course grades and course withdrawals, mean percent of students who participate in the program, and satisfaction level with the program. The first study found a positive correlation between higher academic achievement and persistence rates with the independent variables of SI attendance and measures of precollegiate academic achievement. In study two, there were statistically significant positive correlations with three of four program activity constructs and the effectiveness of the program regarding improved student outcomes and higher satisfaction ratings by campus administrators who supervised the program. Among the implications of this research is the identification of key activities that should be observed to maximize program effectiveness. Three appendixes contain survey correspondence, a survey questionnaire, and an extensive annotated bibliography of world related to SI. (Contains 290 references and 34 tables.) (SLD) |
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