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

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.

Mechanical Engineering Education: Preschool to Graduate School

“…A growing body of research supports the utilization of PLTL with students participating in PLTL consistently outperforming those who did not by a third of a grade point with similar student groups [24,25]. At institutions where PLTL was implemented across the curriculum, student pass rates were seen to increase in General Chemistry by 15% while retaining the level of rigor prevalent in a standard lecture course [26]. PTLT was applied to a first year electrical and computer engineering course and found regular attendees to PTLT sessions performed better on the final examination despite exhibiting lower entering ACT and SAT scores [27].…”

Social ecology of the classroom: Issues of inclusivity

“…The effect was greater with highly structured courses [21]. Similarly, in general chemistry active learning lead to higher retention and pass rates for all students, with under-represented groups showing the largest gains [22] 1 .…”

“…Furthermore, research indicates that collaboration increases learning, and it is postulated that it does this by increasing skills such as problem solving, data analysis, and metacognition (i.e. learning about learning, as I discovered in my study group as an undergraduate) [14,[16][17][18][19][20].Several studies across Science, Technology, Engineering, and Math (STEM) literature indicate that team-based active learning approaches, not lecture-based learning, improve the performance of under-represented groups to a greater extent than lecture-based learning [18,21,22]. In introductory biology courses, Haak et al found that incorporating even a moderate number of active-learning activities increased exam performance as compared to lecture alone, for all students, including under-represented groups.…”

“…Several studies across Science, Technology, Engineering, and Math (STEM) literature indicate that team-based active learning approaches, not lecture-based learning, improve the performance of under-represented groups to a greater extent than lecture-based learning [18,21,22]. In introductory biology courses, Haak et al found that incorporating even a moderate number of active-learning activities increased exam performance as compared to lecture alone, for all students, including under-represented groups.…”

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

“…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) (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).Ba 'ez-Galib et al (2005) aim to make general chemistry students be successful at the undergraduate level by preparing an interactive program named Chem2Chem. They prepare a supportive learning environment in which students' positive attitudes and self-confidence are supported to meet their academic and emotional needs without compromising the quality, content, and expectations of the course.…”