The purpose of this research was to determine the effectiveness, barriers and benefits of Supplemental Instruction (SI) on Generation Z students in AGN 331. The theory used as a model for this research was the Pace’s Model of College Impress. Prior research indicated that SI improves test scores, final grades, and persistence in historically difficult courses. Correlations and ANOVA’s were performed on SAS in order to determine a relationship between the non-SI attendees to those who did attend SI. The final grade reported an average of 0.56 points higher and on the final exam 4.26 points higher if the student had access to SI sessions. The conclusion: SI was effective in increasing final grades in AGN 331. Student perceptions of SI were gathered via Qualtrics. The survey showed that all students, regardless of attendance, thought SI was beneficial. The biggest barrier to their attendance was other obligations at that time.
","abstract_html":"<p>The purpose of this research was to determine the effectiveness, barriers and benefits of Supplemental Instruction (SI) on Generation Z students in AGN 331. The theory used as a model for this research was the Pace’s Model of College Impress. Prior research indicated that SI improves test scores, final grades, and persistence in historically difficult courses. Correlations and ANOVA’s were performed on SAS in order to determine a relationship between the non-SI attendees to those who did attend SI. The final grade reported an average of 0.56 points higher and on the final exam 4.26 points higher if the student had access to SI sessions. The conclusion: SI was effective in increasing final grades in AGN 331. Student perceptions of SI were gathered via Qualtrics. The survey showed that all students, regardless of attendance, thought SI was beneficial. The biggest barrier to their attendance was other obligations at that time.</p>","abstract_has_math":false,"creators":["Simons, Shania","Carraway, Candis L","Jones, Stephanie","Majs, Frantisek"],"institution":null,"degree_name":"Master of Science - Agriculture","degree_level":"Thesis","degree_discipline":"Agriculture","degree_department":null,"school":null,"contributors":["Dr. Candis Carrway"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-05-18T07:00:00Z","date_published":"2019-05-18T07:00:00Z","updated_at":"2026-07-24T04:30:22Z","subjects":["Generation Z","Gen Z","SI","Supplemental Instruction","Soil Science","Soils","Educational Assessment, Evaluation, and Research","Educational Methods","Higher Education","Vocational Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.sfasu.edu/etds/267","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Candis Carrway"]},{"key":"dc:creator","label":"Author","values":["Simons, Shania","Carraway, Candis L","Jones, Stephanie","Majs, Frantisek"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-05-30T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Agriculture"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science - Agriculture"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Generation Z","Gen Z","SI","Supplemental Instruction","Soil Science","Soils","Educational Assessment, Evaluation, and Research","Educational Methods","Higher Education","Vocational Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.sfasu.edu/etds/267"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this research was to determine the effectiveness, barriers and benefits of Supplemental Instruction (SI) on Generation Z students in AGN 331. The theory used as a model for this research was the Pace’s Model of College Impress. Prior research indicated that SI improves test scores, final grades, and persistence in historically difficult courses. Correlations and ANOVA’s were performed on SAS in order to determine a relationship between the non-SI attendees to those who did attend SI. The final grade reported an average of 0.56 points higher and on the final exam 4.26 points higher if the student had access to SI sessions. The conclusion: SI was effective in increasing final grades in AGN 331. Student perceptions of SI were gathered via Qualtrics. The survey showed that all students, regardless of attendance, thought SI was beneficial. The biggest barrier to their attendance was other obligations at that time.
"]},{"key":"dc:title","label":"Title","values":["Evaluating the Effectiveness of Supplemental Instruction on Generation Z Students in AGN 331"]}]}],"canonical_facts":{"dc:contributor":["Dr. Candis Carrway"],"dc:creator":["Simons, Shania","Carraway, Candis L","Jones, Stephanie","Majs, Frantisek"],"dc:date.available":["2019-05-30T07:00:00Z"],"dc:description.abstract":["The purpose of this research was to determine the effectiveness, barriers and benefits of Supplemental Instruction (SI) on Generation Z students in AGN 331. The theory used as a model for this research was the Pace’s Model of College Impress. Prior research indicated that SI improves test scores, final grades, and persistence in historically difficult courses. Correlations and ANOVA’s were performed on SAS in order to determine a relationship between the non-SI attendees to those who did attend SI. The final grade reported an average of 0.56 points higher and on the final exam 4.26 points higher if the student had access to SI sessions. The conclusion: SI was effective in increasing final grades in AGN 331. Student perceptions of SI were gathered via Qualtrics. The survey showed that all students, regardless of attendance, thought SI was beneficial. The biggest barrier to their attendance was other obligations at that time.
"],"dc:identifier":["https://scholarworks.sfasu.edu/etds/267"],"dc:subject":["Generation Z","Gen Z","SI","Supplemental Instruction","Soil Science","Soils","Educational Assessment, Evaluation, and Research","Educational Methods","Higher Education","Vocational Education"],"dc:title":["Evaluating the Effectiveness of Supplemental Instruction on Generation Z Students in AGN 331"],"thesis:degree_discipline":["Agriculture"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Science - Agriculture"]},"updated_at":"2026-07-24T04:30:22Z"}