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Issue 5(1), October 2010 -- Paper Abstracts
Girard  (p. 9-22)
Cooper (p. 23-32)
Kunz-Osborne (p. 33-41)
Coulmas-Law (p.42-46)
Stasio (p. 47-56)
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JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE 


Coaching as a Means to Enhance Performance and Persistence in Undergraduate STEM Majors With Executive Function Deficits


Author(s): Matthew T. Marino, Eleazar Vasquez, Manju Banerjee, Christine A. Parsons, Yvette C. Saliba, Benjamin Gallegos, Aaron Koch

Citation: Matthew T. Marino, Eleazar Vasquez, Manju Banerjee, Christine A. Parsons, Yvette C. Saliba, Benjamin Gallegos, Aaron Koch, (2020) "Coaching as a Means to Enhance Performance and Persistence in Undergraduate STEM Majors With Executive Function Deficits," Journal of Higher Education Theory and Practice, Vol. 20, ss. 5, pp. 94-109

Article Type: Research paper

Publisher: North American Business Press

Abstract:

This study examined the performance, persistence, and preferences of 120 undergraduate STEM majors with executive function deficits at a large Hispanic serving institution in the southeast United States. The study utilized a match-pairs experimental design with random assignment to treatment (i.e., executive function coaching, n=60) or control (business as usual, n=60) conditions. A cost reduction model was implemented with graduate special education majors acting as executive function coaches for the STEM majors. Findings indicated students in the treatment condition expressed statistically significantly higher scores on cumulative grade point average at the conclusion of the study. In addition, students in the treatment condition were more likely to persist in their STEM majors. Implications for practice are discussed.