TAstudydata.xlsx

Having access to teaching assistants (TAs) in college classrooms has been shown to be beneficial for student performance. Past research has used surveys and observed student-TA interactions to measure their effectiveness, featuring primarily graduate student TAs. The present research was designed to gain insight into how students perceive and utilize their undergraduate TAs. Additionally, it examined TA responsibilities and interactions outside the classroom that previous research does not address in depth. Undergraduate students were asked to complete an online survey divided into three categories: TA profile, interactions with the TA, and TA benefits. Survey results revealed that students felt comfortable asking their TA for assistance. However, the majority of participants reported not utilizing their TAs as much as they wanted due to an unawareness of how to access them. Students who did utilize their TAs found them to be very beneficial as they aided in reviewing the course material and provided useful study tips. Overall, the findings provided insight on how to optimize the role and responsibilities of a TA to increase student engagement and improve their effectiveness in addressing students’ academic needs.

已有研究表明，在高校课堂中配备教学助理（Teaching Assistants，TAs）有助于提升学生的学业表现。过往相关研究多通过问卷调研与学生-教学助理互动观察的方式评估其工作效能，且研究对象主要为研究生身份的教学助理。本研究旨在探究学生如何认知与利用本科生身份的教学助理，同时聚焦过往研究未深入探讨的教学助理职责范畴与课外师生互动场景。研究招募本科生完成一份在线问卷，问卷分为三个模块：教学助理基本概况、与教学助理的互动情况以及教学助理的助益效果。问卷结果显示，学生在向教学助理求助时会感到自在无拘束。但多数受访者表示，由于不清楚如何联系教学助理，他们并未达到自身期望的求助频率。而实际向教学助理求助的学生则认为，教学助理在复习课程内容、提供实用学习技巧方面发挥了极大助益。总体而言，本研究结果为优化教学助理的角色定位与职责范围、提升学生课堂参与度，以及增强教学助理满足学生学业需求的效能提供了参考依据。