A Pilot Study Analysis of the Learning Assistant (LA) Model in Biology and Chemistry Science Courses within a Florida Public University.

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Bibliographic Details
Title:	A Pilot Study Analysis of the Learning Assistant (LA) Model in Biology and Chemistry Science Courses within a Florida Public University.
Authors:	Bebergal, Jennifer L.¹, Bamdas, Jo Ann M.¹, Ennis, Mary¹, Thomas, Hannah¹
Source:	Learning Assistance Review (TLAR). Summer2026, Vol. 30 Issue 4, p19-67. 49p.
Subject Terms:	Collaborative learning, Teaching models, Biology education, Science education, Chemistry education, Public universities & colleges, Self-efficacy in students, Student engagement
Abstract:	In more than two decades since the Learning Assistant (LA) model was first developed at the University of Colorado, Boulder, research has consistently shown that the model leads to improved student learning, higher course completion rates, and stronger academic performance (Alzen et al., 2017; Alzen et al., 2018; McQuade et al., 2020; Miller et al., 2013; Otero et al., 2006; Otero et al., 2010; and Otero, 2015). However, there is limited research examining the sociological dimensions of this collaborative instructional model and its broader impact on students' learning experiences. This pilot study investigates the implementation of the LA model in two large lecture science courses (Biological Principles and General Chemistry II) at a public research university in Florida. The primary objective was to assess the social and emotional effects of the LA model on students. Data were collected through student surveys, interviews, and teaching evaluations related to the two courses. Findings indicate that students' experiences and attitudes toward the course and the LA program improve over the duration of the semester. Students enrolled in the LA-supported courses report a deep conceptual understanding, increased confidence, reduced feelings of being overwhelmed, and greater engagement and support in class than in traditional lecture-based courses. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	In more than two decades since the Learning Assistant (LA) model was first developed at the University of Colorado, Boulder, research has consistently shown that the model leads to improved student learning, higher course completion rates, and stronger academic performance (Alzen et al., 2017; Alzen et al., 2018; McQuade et al., 2020; Miller et al., 2013; Otero et al., 2006; Otero et al., 2010; and Otero, 2015). However, there is limited research examining the sociological dimensions of this collaborative instructional model and its broader impact on students' learning experiences. This pilot study investigates the implementation of the LA model in two large lecture science courses (Biological Principles and General Chemistry II) at a public research university in Florida. The primary objective was to assess the social and emotional effects of the LA model on students. Data were collected through student surveys, interviews, and teaching evaluations related to the two courses. Findings indicate that students' experiences and attitudes toward the course and the LA program improve over the duration of the semester. Students enrolled in the LA-supported courses report a deep conceptual understanding, increased confidence, reduced feelings of being overwhelmed, and greater engagement and support in class than in traditional lecture-based courses. [ABSTRACT FROM AUTHOR]
ISSN:	10870059