The Impact of Learning Assistants on Inequities in Physics Student Outcomes

TL;DR

This study analyzes how Learning Assistants influence inequities in physics student learning outcomes, showing they can reduce or reverse traditional performance gaps among diverse student groups.

Contribution

It provides empirical evidence on the role of Learning Assistants in addressing inequities in introductory physics courses using a large multi-institution dataset.

Findings

LAs can reduce or invert performance gaps between student groups

Significant differences in outcomes across different concept inventories

Presence of LAs associated with improved equity in student learning

Abstract

This study investigates how Learning Assistants (LAs) and related course features are associated with inequities in student learning in introductory university physics courses. 2,868 physics students' paired pre- and post-test scores on concept inventories from 67 classes in 16 LA Alliance member institutions are examined in this investigation. The concept inventories included the Force Concept Inventory, Force and Motion Conceptual Evaluation, and the Conceptual Survey of Electricity and Magnetism. Our analyses include a multiple linear regression model that examines the impact of student (e.g. gender and race) and course level variables (e.g. presence of LAs and Concept Inventory used) on student learning outcomes (Cohen's d effect size) across classroom contexts. The presence of LAs was found to either remove or invert the traditional learning gaps between students from dominant and non-dominant populations. Significant differences in student performance were also found across the concept inventories.