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

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.