A Pilot Study Analysis of the Learning Assistant (LA) Model in Biology and Chemistry Science Courses within a Florida Public University.
Saved in:
| 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] |
| Copyright of Learning Assistance Review (TLAR) is the property of National College Learning Center Association (NCLCA) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 195090643 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: A Pilot Study Analysis of the Learning Assistant (LA) Model in Biology and Chemistry Science Courses within a Florida Public University. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bebergal%2C+Jennifer+L%2E%22">Bebergal, Jennifer L.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Bamdas%2C+Jo+Ann+M%2E%22">Bamdas, Jo Ann M.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Ennis%2C+Mary%22">Ennis, Mary</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Thomas%2C+Hannah%22">Thomas, Hannah</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Learning+Assistance+Review+%28TLAR%29%22">Learning Assistance Review (TLAR)</searchLink>. Summer2026, Vol. 30 Issue 4, p19-67. 49p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+models%22">Teaching models</searchLink><br />*<searchLink fieldCode="DE" term="%22Biology+education%22">Biology education</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Chemistry+education%22">Chemistry education</searchLink><br />*<searchLink fieldCode="DE" term="%22Public+universities+%26+colleges%22">Public universities & colleges</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-efficacy+in+students%22">Self-efficacy in students</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Learning Assistance Review (TLAR) is the property of National College Learning Center Association (NCLCA) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195090643 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 49 StartPage: 19 Subjects: – SubjectFull: Collaborative learning Type: general – SubjectFull: Teaching models Type: general – SubjectFull: Biology education Type: general – SubjectFull: Science education Type: general – SubjectFull: Chemistry education Type: general – SubjectFull: Public universities & colleges Type: general – SubjectFull: Self-efficacy in students Type: general – SubjectFull: Student engagement Type: general Titles: – TitleFull: A Pilot Study Analysis of the Learning Assistant (LA) Model in Biology and Chemistry Science Courses within a Florida Public University. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bebergal, Jennifer L. – PersonEntity: Name: NameFull: Bamdas, Jo Ann M. – PersonEntity: Name: NameFull: Ennis, Mary – PersonEntity: Name: NameFull: Thomas, Hannah IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Summer2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 10870059 Numbering: – Type: volume Value: 30 – Type: issue Value: 4 Titles: – TitleFull: Learning Assistance Review (TLAR) Type: main |
| ResultId | 1 |
