PSY 102 : Introduction to Psychology Your Name : Preetiza Jaishi
Instructor: Elvine Andjembe Your Section: WSP
Winter 2017
Designing an At-Risk Prevention Study using Supplemental Instruction


Introduction
1 a . Two big risk factors in college retention and graduation is that even if your academic record is great a nd you have the ability to succeed in college, Demographic statistics affects your grade, so does p arent income . If you don't have money to support your education, you're going to be stressed and worried about how to pay off your tuition which will lead you to be unfocused. Standardized test scores, family obligations, your parent's degrees, college expenses and tuition are risk factors as well. 1b . No SAT scores does not predict collect graduation. The odds for a poor student with a High score is less likely to graduate compared to a rich student with low scor es. 1c . One intervention described in the article used at universities to address college failure a nd drop of at-risk students was University Leadership Network, a scholarship program. Since almost every student in U.L.N came from families with low income, this program was available to almost everyone. The main purpose of the scholarship program was to help the students develop academic and leadership skills. The incoming freshman would have to fall below 40-percent cut off (which everyone would). The freshmen would perform community service, take part in discussions group etc. W hen they start doing internship , they would receive $5,000 scholarship every year, paid in monthly increments. This program would take stress off of students and motivate them to keep pushing themselves to do better. 1d . The hypothesis being addressed in the stud y that I'm designing is, i f you attend SI sessions, then it will help you do better and improve your grades.

Method
2a i . The participants would be the students from Dr. Steph introductory psychology class. The Target population would be the stude nts that are at- risk of failure. Participants are selected and recruited for the study by a range of grades ranging from F to C- . I t would be the students who need help. I would target the population randomly in order to ensure that there is no bias to this experiment. 2aii . I plan to address Dr. S teph's concerns about the reluctance of at-risk students to participate by making announcements in class, through posters, sending them emails and notifications on blackboard. I will also held afterschool session to talk about the SI and how it can benefit them and will also offer extra credits. I will test four groups. One group will consist of at-risk students who attend SI. Second group will be at-risk student who do not attend SI. My third group will be students that are not at-risk, meaning students who have high grades attending SI. Lastly, my fourth group will be students who have high grades and do not attend SI. In each group there will be approximately 50 students. In total it will be 200 students. I will use random assignment of participants to groups to avoid any bias . 2bi . Since my experiment will have two experimental groups who are at-risk of failing, who attend the SI sessions and who doesn't. In the experimental gro up, I' m going to have 1 college graduates teach t he class. I am also going to have all the students write questions on a sheet of paper on the things that they don't understand so that I can answer all of their qu estions in the end of the class, so that everyone fully understands the chapters because sometimes students are afraid to raise their hands and ask questions orally. I will also use different tactics in class based on the learning styles, such as for a visual learner, I would use pictures to port ray information. I will also show them a short video in the 1 st day of the session. The video will basically be about a student who was at-risk just like th em and lost hope to do good in college, but somehow they managed t o get