Academic interventions to increase student success are hard to find and are often mostly ineffective, and possibly even detrimental to the student’s success [1,2,3,4,5]. The purpose of this descriptive quasi-experimental quantitative study was to determine if academic interventions in the form of lecture style instruction and paperwork, in place of the digital format that the students are being provided, is beneficial to digital learners. The interventions only increased student progress by 7.69%, which is not a significant impact (p=0.21, p>.05). Additionally, either intervention method resulted in students earning roughly half (.6±0.2) a credit more than if they did not participate in either intervention. However, intervention 2 should still be implemented due to greater number of students that can potentially be positively impacted, over intervention 1.

student performance, academic intervention, digital learning environment