Journal of College Orientation, Transition, and Retention

Instituting a Summer Supplemental Instruction Program

David Marling

Barbara Bradford

DOI: https://doi.org/10.24926/jcotr.v7i1.2497

Keywords: Retention, graduate, campus climate, supplemental instruction (SI), academic difficulty, University of North Texas

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Abstract

Supplemental instruction, a peer facilitated retention progam, was introduced at the University of North Texas in the summer of 1999. Several class sections, in which at least one third of the class traditionally receive "Ds," "Fs," or "Ws" (withdrawal from the class), were targeted for this pilot program. These courses included college algebra, general chemistry, animal biology and American government. The results indicated that 83% of the students attending supplemental instruction received a grade of "C" or better. Conversely, only 64% of those who did not attend received better than a "C". In addition, of the 44 students who withdrew from these classes, only 11% (five students) were supplemental instruction participants. These findings indicate that supplemental instruction is a valid retention program at the University of North Texas.