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


Can Supplemental Instruction Help Educational Leaders Increase College Students Success In Challenging Courses?

Author(s): Yohanes A.K. Honu

I examined students' performance in the Supplemental Instruction (SI) program of one community college in the southeastern United States. The data analysis consists of eight semesters of archived data. The Spearman correlation results indicated a positive correlation between SI hours and course grades. It also showed a positive relationship between high school GPA and course grades. Also, an independent sample t-test revealed that students who participated in the SI program outperformed their peers. This research suggests that educational leaders can enhance students' performance using SI programs. It also suggests High School GPA is an excellent predictor of college students’ performance. Several higher education institutions adopted Multiple Measures Placement, including High School GPA, to place students in classes. High school and college administrators can collaborate to align their curricula to promote students' performance and success. The SI program's budget can challenge educational leaders because it is free to students. However, educational leaders may recover the SI program monies because performance funding implemented by several states in the United States involved student performance outcomes. The results of this study have several implications for educational leaders and the research community. It will also fill the literature gap.

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