Determining the Relationship of Supplemental Instruction to Student Attitudes
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Curriculum and Instruction
Date of Award
Summer 2015
Abstract
Attendance patterns of students enrolled in Supplemental Instruction (SI) study groups were examined to determine if attendance could explain outcomes related to student success. Students took the College Learning Effectiveness Inventory (CLEI) early in the semester and again at the end of the semester to measure student attitudes and behaviors that are usually associated with student success. Mean scores were calculated for each participant in the study for each administration of the CLEI. Change scores were calculated by subtracting mean scores of the second administration from mean scores of the first administration. Student attendance at SI groups was reported at the time of the second administration of the survey. Comparisons were made to determine whether there were differences in gains on mean scores on scales of the CLEI based on SI attendance, as well as ethnicity and gender. The results of the study showed no significant differences in change scores on the CLEI scales based upon SI attendance. There were also no significant changes based upon SI attendance and ethnicity or gender.
Advisor
Joyce A. Scott
Subject Categories
Curriculum and Instruction | Education | Higher Education
Recommended Citation
Young, Craig Alan, "Determining the Relationship of Supplemental Instruction to Student Attitudes" (2015). Electronic Theses & Dissertations. 701.
https://digitalcommons.tamuc.edu/etd/701
