The Impacts of Learning Assistants on Student Learning of Physics

TL;DR

This study shows that Learning Assistants significantly improve physics student learning outcomes, especially when used in labs, based on nationwide data from multiple courses and assessments.

Contribution

It provides large-scale, empirical evidence of the positive impact of Learning Assistants on physics student learning, highlighting effective implementation settings.

Findings

LA-supported courses have higher effect sizes than unsupported ones.

Lab-based LA support yields the greatest student learning gains.

Preliminary data suggests optimal LA use in labs over lectures or recitations.

Abstract

This study investigated whether and how Learning Assistant (LA) support is linked to student outcomes in Physics courses nationwide. Paired student concept inventory scores were collected over three semesters from 3,753 students, representing 69 courses, and 40 instructors, from 17 LA Alliance member institutions. Each participating student completed an online concept inventory at the beginning (pre) and end (post) of each term. The physics concept inventories tested included the Force Concept Inventory (FCI), Conceptual Survey of Electricity and Magnetism (CSEM), Force and Motion Concept Evaluation (FMCE) and the Brief Electricity and Magnetism Assessment (BEMA). Across instruments, Cohen's d effect sizes were 1.4 times higher, on average, for courses supported by LAs compared to courses without LA support. Preliminary findings indicate that physics students' outcomes may be most effective when LA support is utilized in laboratory settings (1.9 times higher than no LA support) in comparison to lecture (1.4 times higher), recitations (1.5 times higher), or unknown uses (1.3 times higher). Additional research will inform LA-implementation best practices across disciplines.