Enhancing student learning of research methods through the use of undergraduate teaching assistants

Jessica Crowe*, Ryan Ceresola, Tony Silva

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

8 Scopus citations

Abstract

By using a quasi-experimental design, in this study, we test the effect of undergraduate teaching assistants on student learning. Data were collected from 170 students enrolled in four sections of a quantitative research methods course, two sections without undergraduate teaching assistants and two sections with undergraduate teaching assistants, over two semesters. Results indicate that having undergraduate teaching assistants in the classroom can result in higher student performance. Students in the sections with undergraduate teaching assistants earned higher grades, were more likely to pass the course with a C or higher and performed better on half of the student learning outcomes than students in the sections without an undergraduate teaching assistant. Based on the overwhelmingly positive results on student learning, we would recommend the active use of undergraduate teaching assistants in the classroom, but especially for courses that students find challenging.

Original languageEnglish (US)
Pages (from-to)759-775
Number of pages17
JournalAssessment and Evaluation in Higher Education
Volume39
Issue number6
DOIs
StatePublished - Aug 2014

Keywords

  • research methods
  • student learning
  • teaching assistants

ASJC Scopus subject areas

  • Education

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