Teaching the Simple Strategy as an Inclusive, Student Support Intervention in a Tertiary Setting

Abstract

Higher Education Institutions within the Caribbean continue to be reactive concerning student support services and interventions. This work highlights the importance of teaching Internal Control (Internality) to Externals detected on entry, as a proactive, inclusive, student support service intervention. The study employed a quantitative methodology and a survey, quasi-experimental research design. One sample of Externals flagged on entry as possibly high-needs/risk, was taught the ‘SIMPLE’ strategy (Internality instruction). Both the Control and Treatment groups of Externals were re-tested at Time 2, and similar to previous research, the mean Locus of Control (LoC) scores of the treatment group had desirably reduced.