Support

Support Options

  • Knowledge Base

    Find information on common questions and issues.

  • Support Messages

    Check on the status of your correspondences with members of the QUBES team.

Contact Us

About you
About the problem
Resource Image

Factor Structure Assessment of the Students Support Needs Scale-Augmented for African-American STEM Students

Author(s): Qingxia Li1, Thomas Gross2, Patricia Abbie McCarroll1, Catherine Hines2

1. Fisk University 2. Western Kentucky University

60 total view(s), 15 download(s)

Summary:

Poster on the impact of a performance pyramid-based peer-led learning community on course knowledge at a Historically Black University. Presented at the 2021 BIOME Institute.

Licensed under CC Attribution-NonCommercial-ShareAlike 4.0 International according to these terms

Version 1.0 - published on 22 Jul 2021 doi:10.25334/1KJM-2Q46 - cite this

Description

African American students experience attrition from biology majors more than other underrepresented minority groups (URM; NSF, 2019). Peer-led learning communities (PLC; Xu et al., 2018) have the potential to promote successful biology course completion. The performance pyramid is a theoretical framework to improve STEM outcomes for URM students by addressing Knowledge and Skills; Performance Capability; Rewards, Recognition, and Incentives; Tools, Environments and Processes; Expectations and Feedback; and Motivation, Values, and Self-efficacy (Wedman, 2010). The purpose is to examine the impact of a performance pyramid-based PLC on course knowledge at a Historically Black University (HBCU). We compared PLC students to control group students on pre-post (a) biology course knowledge; (b) college algebra course knowledge; and (c) perceived performance pyramid supports. An ANCOVA indicated that the LC and mathematics control students performed similarly on a measure of algebra course knowledge. Group differences from a multivariate analysis of covariance on perceived performance pyramid supports were mostly statistically non-significant. Overall, the LC increased biology and math course performance.

Comments

There are no comments on this resource.