Enhancing Student Learning of Research Methods through the Use of Undergraduate Teaching Assistants

Autor/inn/en	Crowe, Jessica; Ceresola, Ryan; Silva, Tony
Titel	Enhancing Student Learning of Research Methods through the Use of Undergraduate Teaching Assistants
Quelle	In: Assessment & Evaluation in Higher Education, 39 (2014) 6, S.759-775 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2013.871222
Schlagwörter	Undergraduate Students; Teaching Assistants; Learning Processes; Quasiexperimental Design; Student Research; Research Methodology; Methods Courses; Academic Achievement; Hypothesis Testing; Performance Factors; Urban Universities; Grades (Scholastic); Regression (Statistics); Educational Objectives; African American Students; Racial Differences; Context Effect; Texas + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Studentenforschung; Research method; Forschungsmethode; Methodisch-didaktische Anleitung; Schulleistung; Hypothesenprüfung; Hypothesentest; Leistungsindikator; Notenspiegel; Regression; Regressionsanalyse; Educational objective; Bildungsziel; Erziehungsziel; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Rassenunterschied
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10