How to participate Student Outcomes Conclusions The LA Alliance 0 10 20 30 40 50 60 70 '03 '04 '05 '06 '07 '08 '09 '10 '11 '12 '13 '14 ‘15 ‘16 70 67 65 55 44 32 20 15 10 3 3 3 3 2 Cumulative Program Count Institutions The Impact of Learning Assistants on Student Outcomes in Physics Courses Learning Assistants (LAs) are undergraduate students who, through the guidance of weekly preparation sessions and a pedagogy course, facilitate discussions among groups of students in a variety of classroom settings that encourage active engagement. Jada-Simone S. White 1 , Ben Van Dusen 1 , and Edward A. Roualdes 2 1 Department of Science Education 2 Department of Mathematics and Statistics California State University, Chico Email: [email protected] Research Questions (1) How does the presence of LAs impact student performance in physics courses, if at all? (2) How do specific implementations of LAs impact student performance in physics courses, if at all? LASSO Data Collection Physics Concept Inventories • Pre & post scores Data Cleaning •Paired Tests Only (Cohenʼs d) •Courses with > 10 Paired Tests • More than 80% answered • Cut scores < -1.0 and > 4.0 Mean Effect Sizes were 1.3 - 1.9 times higher with LA support, relative to physics courses with no LA support. Mean Effect Sizes were significantly (1.9 times) higher in the Laboratory, relative to physics courses with no LA support. There were no differences among the LA-use categories (Fig. 2: green bars), reinforcing that all implementations are beneficial. Statistical power to identify best practices will increase as the number of institutions and courses participating in LASSO online assessment tool increases. Course 1 Students Course 2 Students Course 3 Students C.I. Institutions Courses Students FCI 9 26 697 FMCE 9 15 1,592 BEMA 4 7 680 CSEM 4 21 754 TOTAL 17 69 3,753 Institution- Level Course- Level Student- Level Institution 1 Course 1 Course 2 Course 3 Data Analyses Course-Level Analyses (Cohenʼs d Effect Size) •Q1: Difference in Mean Effect Size in presence vs absence of LA Support •Levene’s Test (variance) •t-test (mean) •Q2: Differences in Mean Effect Size among Primary LA-Supported Activity •Levene’s Test (variance) •ANOVA (mean) •Post-hoc Multiple Comparisons •Bonferroni Correction (p<0.0125) •Tukey’s HSD (Honestly Significant Difference) Data Collection / Cleaning LA- Support C.I. Number of Courses Coefficient Estimate S.E. t value p-value No (Intercept) 18 0.77 0.09 8.203 <0.001* Laboratory 4 0.67 0.21 3.046 <0.01* Yes Recitations 9 0.38 0.16 2.345 <0.05 Yes Lecture 5 0.32 0.20 1.613 0.11 Unknown 33 0.25 0.11 2.101 <0.05 Q1: Impact of LA Support in Physics Courses FIGURE 1. Mean Impact of LA Support Q2: Impact of Specific Implementations of LA Support in Physics TABLE I. Cleaned Data Counts. 1.4 times HIGHER Mean Effect Size (Cohen’s d) in physics courses with LA Support present (Fig. 1), when compared with courses without LAs. [*t-test, t 28.03 =-2.7125, p=0.01] [Levene’s Test: F 1,67 =7e -4 , p=0.98] TABLE II. Effect Size (Cohenʼs d) as function of primary implementation of LA support in physics courses, in comparison to courses with no LAs (Intercept = None). Laboratory = 1.9 times higher* Recitations = 1.5 times higher Lecture = 1.4 times higher Unknown = 1.3 times higher ANOVA: F 4,64 = 3.132, p=0.02; Levene’s Test: F 4,64 = 0.7927, p=0.53 Note: *After robust methods applied, only Laboratory differed significantly at p=0.05 (Bonferroni: p=0.0125 and verified with Tukey HSD) FIGURE 2. Mean Effect Size of LA-Supported Activities Existing LA Programs (International) Developing LA Programs (International) Developing LA Programs (National) Discipline Assessment (Fall ʼ16) Force and Motion Concept Evaluation (FMCE) Force Concept Inventory (FCI) Physics Brief Electricity and Magnetism Assessment (BEMA) Conceptual Survey of Electricity and Magnetism (CSEM) Colorado Learning Attitudes about Science Survey - Physics (CLASS-PHYS) Chemistry Chemistry Concept Inventory (CCI) Chemistry Colorado Learning Attitudes about Science Survey - Chemistry (CLASS-CHEM) Concept Inventory of Natural Selection (CINS) Biology Genetics Concept Assessment (GCA) Biology Introductory Molecular and Cell Biology Assessment (IMCA) Colorado Learning Attitudes about Science Survey - Biology (CLASS-BIO) Math Pre-Calculus Assessment (PCA) Math Calculus Concept Inventory (CaCI) Astronomy Light and Spectroscopy Concept Inventory (LSCI) Teaching Perceptions of Teaching as a Profession (PTAP) (1) Join the LA Alliance (no LAs required!); (learningassistantalliance.org) (4) Run the post-assessment at the end of your course; (5) Receive a detailed report and complete assessment results; (6) Enjoy free time. Assessment: FMCE Institution: LASSO University Course: ABCD 1000 - 001 Instructor: Riley Patterson Semester: Fall 2015 _____________________________ Your Data N (class) = 250 N (pre) = 190 (mean = 45%) N (post) = 190 (mean = 75%) N (paired) = 130 Learning Gain: (post - pre) / (1 - pre) = 0.55 Effect size (Cohen's d) is a common statistical measure of student improvement. It measures student improvement in units of standard deviations (%post-%pre)/SD pooled . To help interpret the magnitude of an effect size, Cohen provided the following guidelines [1]: Effect Size Cohen's d "small" ~0.2 - 0.3 "medium" ~0.5 "large" ~0.8 N (paired) = 130 Average Effect Size: 2.11 Note: 1 score was less than -1. For more information on interpreting this report, please view our explanatory screencast. [1] Jacob Cohen (1988). Statistical Power Analysis for the Behavioral Sciences (second ed.). Lawrence Erlbaum Associates. Sample Report (2) Answer a few questions about your course; (3) Upload a class and start the pre- assessment - including email notifications to your students - with a click of the mouse; The LASSO online data collection instrument is free and easy to use!! Mean Effect Size (Cohenʼs d) higher with LA Support (Fig. 2), relative to No LAs (Table 2).
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Transcript
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How to participate
Student Outcomes
Conclusions
The LA Alliance
0
10
20
30
40
50
60
70
'03 '04 '05 '06 '07 '08 '09 '10 '11 '12 '13 '14 ‘15 ‘16
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2015
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Cumulative Program Count
Inst
itutio
nsThe Impact of Learning Assistants on Student Outcomes in Physics Courses
Learning Assistants (LAs) are undergraduate students who, through the guidance of weekly preparation sessions and a pedagogy course, facilitate discussions among groups of students in a variety of classroom settings that encourage active engagement.
Jada-Simone S. White1, Ben Van Dusen1, and Edward A. Roualdes2 1Department of Science Education
2Department of Mathematics and Statistics California State University, Chico
Email: [email protected]
Research Questions(1) How does the presence of LAs impact student
performance in physics courses, if at all? (2) How do specific implementations of LAs impact
student performance in physics courses, if at all?
LASSO Data Collection
Physics Concept Inventories• Pre & post scoresData Cleaning
• Paired Tests Only (Cohenʼs d)• Courses with > 10 Paired Tests• More than 80% answered• Cut scores < -1.0 and > 4.0
Mean Effect Sizes were 1.3 - 1.9 times higher with LA support, relative to physics courses with no LA support.
Mean Effect Sizes were significantly (1.9 times) higher in the Laboratory, relative to physics courses with no LA support.
There were no differences among the LA-use categories (Fig. 2: green bars), reinforcing that all implementations are beneficial.
Statistical power to identify best practices will increase as the number of institutions and courses participating in LASSO online assessment tool increases.
Course 1 Students Course 2 Students Course 3 Students
C.I. Institutions Courses Students
FCI 9 26 697
FMCE 9 15 1,592
BEMA 4 7 680
CSEM 4 21 754
TOTAL 17 69 3,753
Institution-Level
Course-Level
Student-Level
Institution 1
Course 1 Course 2 Course 3
Data AnalysesCourse-Level Analyses (Cohenʼs d Effect Size)•Q1: Difference in Mean Effect Size in presence vs absence of LA Support
•Levene’s Test (variance)•t-test (mean)
•Q2: Differences in Mean Effect Size among Primary LA-Supported Activity•Levene’s Test (variance) •ANOVA (mean)
•Post-hoc Multiple Comparisons•Bonferroni Correction (p
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