Retention and Reform: An Evaluation of Peer-Led Team Learning

Scott E. Lewis

132 citations0/0 files storedJournal of Chemical Education

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Innovative Teaching Methods Problem and Project Based Learning Innovative Teaching and Learning Methods

Abstract

This study describes an evaluation of the Peer-Led Team Learning (PLTL) reform model in first-semester general chemistry. PLTL was implemented in place of one-third of the available lecture time, maintaining the same amount of structured class time under the reform. The evaluation demonstrates that classes implementing the PLTL reform at the setting featured a statistically significant improvement of 15% in the pass rate for the classes, compared to conventional, lecture-only classes at the same setting. Additionally, the PLTL classes maintained a comparable score on a comprehensive American Chemical Society final exam to that of the conventional classes. Combined, these findings suggest that the improvement in pass rates occurs while maintaining the same level of rigor in the PLTL classes. Examining student groups shows that students in underrepresented minority groups demonstrated the largest improvement in pass rates with the PLTL reform.

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References

2013Women, Minorities, and Persons with Disabilities in Science and Engineering: 2013 1990Cooperative learning: theory and research 2005Departing from Lectures: An Evaluation of a Peer-Led Guided Inquiry Alternative 2005Factors influencing success in introductory college chemistry 1998The Workshop Chemistry Project: Peer-Led Team-Learning 2008Peer-Led Team Learning in General Chemistry: Implementation and Evaluation 2006Peer-Led Team Learning in Organic Chemistry: Effects on Student Performance, Success, and Persistence in the Course

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2013Interactive simulations as implicit support for guided-inquiry 2015Effect of peer-led team learning (PLTL) on student achievement, attitude, and self-concept in college general chemistry in randomized and quasi experimental designs 2014Is Peer Interaction Necessary for Optimal Active Learning?2018Peer-Led Team Learning in General Chemistry I: Interactions with Identity, Academic Preparation, and a Course-Based Intervention 2017Evaluating student motivation in organic chemistry courses: moving from a lecture-based to a flipped approach with peer-led team learning

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