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

Abstract

The purpose of this study was to compare freshmen engineering students' exam achievement in general chemistry course using peer-led team learning model and traditional instruction and to investigate the effect of this model on different achieving level students. A total of 128 students who were instructed by the same professor participated in the study. Throughout the semester, Peer-Led Team Learning (PLTL) model was implemented in the experimental group while traditional instruction was used in the control group. 14 peer leaders who have successfully completed general chemistry course in previous semester have been trained on basic communication and pedagogy issues and they have supported their teams in problemsolving. Both experimental and control group students took the same mid-terms and final exam. The data were analyzed by two-way analysis of variance (ANOVA). Consequently, although there was no statistically significant main effect of teaching methods, due to statistically significant interaction effect, it was found that low and medium achievers' general chemistry exam grades were statistically higher in PLTL group than those of traditional group; however, there was no statistically significant mean difference in high achievers' grades between PLTL and traditional instruction groups. Akran-Liderliğinde Takım Öğrenmesi Modelinin Üniversite Öğrencilerinin Genel Kimya Sınav Başarısı Üzerindeki Etkisinin İncelenmesiMakale Bilgisi Öz DOI: 10.14686/buefad.412614 Bu çalışmanın amacı, mühendislik fakültesi birinci sınıf öğrencilerinin genel kimya ders başarısını akran liderliğinde takım öğrenmesi modeli ve geleneksel öğretim modeli kullanılan durumlarda karşılaştırmak ve yöntemin farklı başarı seviyelerindeki öğrenciler üzerinde etkisini incelemektir. Çalışmaya aynı öğretim üyesinin okuttuğu toplam 128 öğrenci katılmıştır. Deney grubu bir dönem boyunca Akran Liderliğinde Takım Öğrenmesi (ALTÖ) modeli ile ders yaparken kontrol grubunda geleneksel öğretim uygulanmıştır. Daha önceden bu dersi başarı ile tamamlamış 14 takım lideri dönem boyunca hem temel iletişim ve pedagoji konularında eğitilmiş, hem de takımlarına problem çözme konusunda destek olmuştur. Deney ve kontrol grubu aynı ara sınavlara ve final sınavına girmiştir. Veriler iki yönlü varyans analizi (two-way ANOVA) ile incelenmiştir. Sonuç olarak, her ne kadar öğretim yöntemlerinin istatistiksel olarak anlamlı bir etkisi olmasa da, istatistiksel olarak anlamlı çıkan ortak etki faktörüne bağlı olarak, düşük ve orta düzey başarılı öğrencilerinden ALTÖ modeliyle öğretim alanların geleneksel öğretim alan gruba göre genel kimya sınav başarı notlarının istatistiksel olarak daha iyi olduğu bulunmuş, ancak ALTÖ modeli ve geleneksel öğretim gruplarındaki yüksek başarılılar karşılaştırıldıklarında genel kimya başarıları açısından bir farklılık olmadığı saptanmıştır. IntroductionSchool dropout rates among university students in the first years are very high (Barefoot, 2004) and one of the most important reasons for this is their failure (Şimşek, 2013). Personal ...

The Effects of Using Peer-Led Team Learning Model in Science Courses on Students

“…Similar results emerged in the studies conducted by Hockings et al (2008), Lewis (2011), andYoung andLewis (2022). Eren-Şişman et al (2018) compared the PLTL model with traditional teaching for general chemistry course achievement at a university in Turkey and found positive results, especially for low and medium-level successful students. In their study on university-level physics, Zorlu and Zorlu (2020) concluded that the students in the experimental group, in which the PLTL model was applied, had a more positive view of "the model encouraging active learning" than the control group.…”

“…Thus, in this model, there is a process in which peer leaders and students interact with each other by conducting activities such as debate, discussion, and problem-solving in peer student groups under the guidance of peer leaders (Gosser et al, 2010). As seen in many studies in the literature (Eren-Şişman et al, 2018, Lewis, 2011, Wells, 2012, peer studies in this model start after the theoretical lessons. The teaching methods and routine used by the teacher in the teaching process are preserved since peer leaders get involved after the theoretical part of the lesson.…”

“…Current literature includes numerous studies emphasizing that the PLTL model increased students' achievement in science subjects (Drane et al, 2014;Eren-Şişman et al, 2018;Gosser et al, 2010;Hockings et al, 2008;Tenney & Houck, 2003;Tien et al, 2002;Tuzlukaya et al, 2022;Wilson & Varma-Nelson, 2021). Besides, the studies carried out to acquire and develop the 21st century skills, which are the greatest needs of our age, have revealed that the PLTL model helps students develop their communication skills (Erişmiş, 2017), problem solving, teamwork, personal skills (Chase et al, 2020), and critical thinking (Quitadamo et al, 2009).…”