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Through in-class observations of teaching assistants (TAs) and students inthe lab sections of a large introductory physics course, we study which TAbehaviors can be used to predict student engagement and, in turn, how thisengagement relates to learning. For the TAs, we record data to determine howthey adhere to and deliver the lesson plan and how they interact with studentsduring the lab. For the students, we use observations to record the level ofstudent engagement and pre- and post-tests of lab skills to measure learning.We find that the frequency of TA-student interactions, especially thoseinitiated by the TAs, is a positive and significant predictor of studentengagement. Interestingly, the length of interactions is not significantlycorrelated with student engagement. In addition, we find that studentengagement was a better predictor of post-test performance than pre-testscores. These results shed light on the manner in which students learn how toconduct inquiry and suggest that, by proactively engaging students, TAs mayhave a positive effect on student engagement, and therefore learning, in thelab.

Interactions between teaching assistants and students boost engagement in physics labs