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.


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