Evaluation of a Learning Assistant Program in an Integrated Lecture and Laboratory Class

The implementation of a Learning Assistant (LA) program is an evidence-based practice that has improved student learning in Science, Technology, Engineering, and Mathematics classrooms. While ample evidence of the effectiveness of LAs has been demonstrated in large classes (>50 students) at predominantly public universities, less is known about the value of LAs in small size classrooms (~20 students) typical of liberal arts colleges. Therefore, the purpose of this study was to evaluate the implementation of a LA program into an integrated (combined lecture and lab) Anatomy and Physiology course at Providence College. It was hypothesized that including LAs into the course would improve student exam scores. Student exam scores were compared between a year without LAs (2023) and the following year that included LAs (2024). In 2023, there were 118 students who were divided up into 7 sections, while in 2024 there were 180 students who were in 9 sections. Additionally, in 2024, exam scores were compared between sections with (n=3) and those without (n=6) LAs. LAs were given weekly course preparation as well as weekly pedagogy instruction. LAs interacted with students in class and additionally held weekly student/office hours as well as conducted 2-hour review sessions prior to each exam. Therefore, the three LAs interacted with almost all students whether or not they were in the same section. LA program was associated with a 5.7% higher exam scores in the year with LAs (2024, Mean±SEM; 86.8±0.8%) compared to without LA (2023, 81.1±1.0%, p<0.05). There was no difference in exam scores between class sections with (86.4±1.3%) and without LAs (87.0±0.9%, p=0.692). The results of this examination suggest that LAs are associated with improved exam performance. As there was no difference in exam scores between sections with and without LAs in 2024, it suggests that the greatest impact of LAs on student learning are occurring outside of the small class where there is a high student to instructor ratio and are likely due to additional learning opportunities outside of the traditional class such as student/office hours and exam review sessions. Funding provided in part by LIT@PC This abstract was presented at the American Physiology Summit 2025 and is only available in HTML format. There is no downloadable file or PDF version. The Physiology editorial board was not involved in the peer review process.