Evaluation of a newly implemented Supplemental Instruction program for a Hispanic Serving Institution: Gavilan community college

Research has suggested Supplemental Instruction (SI) also known as Peer Assisted Study Sessions can support students in their efforts to succeed in their courses and program (Lockie, N.M. et al 1994.) At Gavilan Community College, the Natural Sciences department developed a SI program based on the University of Missouri- Kansas City model. This model suggests that SI participants earned higher mean final course grades, and have lower rates of course withdrawals (Arendale et al. 1997). After 3 years of implementation, a comprehensive evaluation study was conducted. Both qualitative and quantitative data were collected for both formative and summative evaluations. For example, focus groups provided specific suggestions on the organization of the program and methods for distributing information. A self-report survey found SI students benefitted from participation and had useful suggestions for improving the program. Additionally, the summative data found a high correlation between SI participation and grade points. Further analysis comparing pre-SI course success rates and SI course success rates found that the students who participated in the SI courses achieved higher grades as compared to students in the pre-SI courses. A preliminary demographic review indicates a higher number of women and Latinos in the SI program proportionally to the campus population and coincides with other research that states that collaborative learning environments are more beneficial for learning of students from diverse cultures (Arendale, D. 1993.) The findings from the evaluation were used to better understand the program's effect and make changes in the structure and operation of the program.