PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Revising graduate teaching assistant instructor expertise and algebra performance of college students
Page: 111
This longitudinal study revisits a decade old study about the relationship between level of Graduate Teaching Assistant (GTA) instructional expertise, amount of GTA teaching experience, and academic performance of their college algebra students measured by course grades. The questions posed then remain relevant today. In the present study, college algebra grades for all students in classes taught by GTAs since the original experiment were analyzed. That is, data from twelve years (AY2006 – AY2017) and 168 sections (n = 6675) were examined. Noteworthy is the fact that success in lowering the drop rate in the treatment group held true for 15 years since the treatment was initiated. Included is a look at what has changed and what has remained the same since the original study.