Date of Award
Spring 2024
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
College
College of Education
Department
Department of Education
Primary Advisor
Dr. Sarah J. Yates
Second Advisor
Dr. Thomas J. Gollery
Third Advisor
Dr. Bobbi Parrino Cook
Abstract
This study’s purpose was to determine whether the use of course-embedded learning assistants compared to sections that did not use course-embedded learning assistants in intermediate algebra courses impacted student performance at a community college. The sample was composed of 5,738 students who were enrolled in an intermediate algebra course between fall 2016 and fall 2019. The study’s research methodology was considered causal-comparative, and a non-probability, convenient, and purposive sampling technique was used for all students using archived pre and post-test scores for all participants, then by student demographics African American and socioeconomically disadvantaged students. Statistically significant treatment effects were observed for all participants and socioeconomically disadvantaged. A non- statistically inverse effect was observed for Black/African Americans by ethnicity. The data results suggest further investigation is needed to determine what supports have an impact on success for Black/African American students.
Recommended Citation
O'Dell, Lyyne Y., "THE IMPACT OF USING EMBEDDED LEARNING ASSISTANTS IN MATHEMATICS COURSES" (2024). Doctor of Education (Ed.D). 163.
https://firescholars.seu.edu/coe/163
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Science and Mathematics Education Commons