Evaluating Peer-Led Team Learning across the two semester General Chemistry sequence

Investigation of the Effect of Peer-Led Team Learning Model on University Students’ Exam Achievement in General Chemistry

“…To illustrate, Lewis (2011) advocates that the PLTL model should be disseminated to different courses and subjects, not just one course in order to get more effective results. Similarly, Mitchell et al (2012) find that the effect of PLTL on students' achievements in the following years is greater than the traditional instruction. Therefore, researchers suggest that these interventions should be disseminated at the curriculum level.…”

“…The effectiveness of the PLTL model, as one of the high impact teaching models, over students, leaders, instructors, and institutions has been measured and evaluated in many learning environments (Ba´ez-Galib, Colon-Cruz, Resto, & Rubin, 2005;Hockings, DeAngelis, & Frey, 2008;Lewis & Lewis, 2005;Lyon & Lagowski, 2008;Tien, Roth, & Kampmeier, 2002), and it has been shown that the model is sucessessful in many STEM disciplines (Hockings et al, 2008;Lewis 2011;Lyle & Robinson 2003;Lyon & Lagowski 2008;Preszler 2009;Tien et al, 2002;Wamser 2006). Since the PLTL was first implemented in chemistry, the majority of the conducted studies has been done in this area, especially conducted in general chemistry (Alger & Bahi, 2004;Ba´ez-Galib et al, 2005;Chan & Bauer, 2015;Drane, Micari, & Light, 2014;Mitchell, Ippolito, & Lewis, 2012), organic chemistry (Lyle & Robinson, 2003;Tien et al, 2002), biology (Prezler, 2009), mathematics andengineering (Liou-Mark, Dreyfuss, &Young, 2010;Loui-Mark & Robbins, 2008) and the findings support the success of the model. In other words, students in the PLTL group receive higher grades (Hockings et al, 2008) and learning in these students has higher retention rate (Drane et al, 2014;Lewis, 2011).…”

“…When the performances of the secondsemester students who have taken the general chemistry course again with the PLTL model is compared to the performance of the first semester PLTL students, almost a one-third positive difference is observed in favor of the second semester PLTL students. Mitchell et al (2012) study on general chemistry courses that last two semesters and examine students' attendance on second semester PLTL implementation. They find that they do not increase student achievement with single-semester practice.…”

Starting and Sustaining a Peer-Led Team Learning Program

“…Subsequent investigations reviewed in Mitchell, Ippolito and Lewis (7) found that implementing PLTL in a portion of the classes led to increases in common test scores or student retention over traditional lecture-based instruction, while controlling for instructor identity and students' academic background. Most of the research conducted has been performed on PLTL in General Chemistry, but evidence has also shown benefits when PLTL is employed in Organic Chemistry and Biochemistry (5,(7)(8)(9)(10)(11).…”

Identity negotiation within peer groups during an informal engineering education program: The central role of leadership‐oriented youth

“…Peer group and collaborative learning approaches are becoming increasingly popular in formal classroom settings (Chan & Bauer, ; Eberlein et al., ; Storch, ) and have long been a hallmark of informal learning (Falk & Dierking, ; NRC, ). Although many educators and scholars have promoted the benefits of collaborative peer groups (Johnson, Johnson, & Smith, ; Mitchell, Ippolito, & Lewis, ; NRC, ), the social dynamics of these contexts can also make learning more complex. Research outside the field of STEM education indicates that disagreement, status, hierarchical role differentiation, competition, power and control, and management of expertise and knowledge are all common characteristics of peer group interactions that can have important implications for the involvement and roles of group members and their learning experiences (Cekaite & Björk‐Willén, ; Christianakis, ; Jakonen & Morton, ; Jordan & McDaniel, ).…”