Academy of Educational Leadership Journal (Print ISSN: 1095-6328; Online ISSN: 1528-2643)


Building Student Success and Retention: Quantitative Demographic Study of Supplemental Instruction

Author(s): Yohanes A.K. Honu

My research examined student performance and retention strategies of the Supplemental Instruction (SI) program of one community college in the United States' southeastern region. The correlational data analysis involved eight semesters of archived data involving 308 community college students. Chi-square of independence analysis revealed that course grades for combined ethnic groups and retention status were related; the Caucasian ethnic group is different from the other ethnic groups because the performance of Caucasian and retention status were correlated while the others did not. The variable relationships between course grades and student retention outcomes of various ethnic student groups informed educational leaders to avoid using one-toolfits-all to address student needs. Future research must consider investigating performance within each academic course instead of lumping the classes together. In addition, future research must explore similar sample sizes of various ethnic groups when examining the relationship between academic performances and retention outcomes

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