Effect of peer-led team learning (PLTL) on student achievement, attitude, and self-concept in college general chemistry in randomized and quasi experimental designs

Abstract

This study investigated exam achievement and affective characteristics of students in general chemistry in a fully-randomized experimental design, contrasting Peer-Led Team Learning (PLTL) participation with a control group balanced for time-on-task and study activity. This study population included two independent first-semester courses with enrollments of about 600. Achievement was measured by scores on exams written by an instructor blind to student participation. Established instruments were used to assess changes in attitude to chemistry and self-concept as a chemistry learner. No differences were found in achievement, attitude, or self-concept for students who participated in PLTL vs. those who participated in documented alternative study activities. Overall, certain aspects of attitude and self-concept showed a slight but significant decline from beginning to end of semester, consistent with previous studies. Males have higher positive attitude and self-concept than females, and first-year students have higher positive attitude, selfconcept, and achievement than non first-year students. In a quasi-experimental comparison of 10 other course sections over seven years, students who self-selected into PLTL showed stronger exam achievement than those who did not choose to participate. These findings suggest that past reports of improved student performance with PLTL may in part be a consequence of attracting students who are already motivated to take advantage of its value. #

Fidelity of Implementation: An Overlooked Yet Critical Construct to Establish Effectiveness of Evidence-Based Instructional Practices

“…For example, Tanner (2011) highlighted the need to develop a common language to describe what takes place when an EBIP is implemented in order to increase FOI; Eddy and Hogan (2014) studied conditions and populations for which course structure is most impactful and thus helped characterize factors that may mediate outcomes; Linton et al (2014a , b ) investigated essential features of active-learning teaching practices; and Corwin et al (2015) developed a tool to measure the extent to which critical features of course-based undergraduate research experiences (CUREs) are being implemented. DBER researchers in various disciplines are increasingly including some measures or reports of FOI in their impact studies (e.g., Chase et al , 2013 ; Drits-Esser et al , 2014 ; Chan and Bauer, 2015 ) and exploring FOI for various EBIPs (e.g., Henderson and Dancy, 2009 ; Turpen and Finkelstein, 2009 ; Ebert-May et al , 2011 ; Borrego et al ., 2013 ).…”

Self‐beliefs in organic chemistry: Evaluation of a reciprocal causation, cross‐lagged model

“…The use of female, STEM-major peer role models can also increase self-concept in women (Stout, Dasgupta, Hunsinger, & McManus, 2011). In chemistry education, research has established that peer-led team learning methods are not supportive of increased self-concept compared to traditional class formats (Chan & Bauer, 2015); however, POGIL-based methods are moderately associated with an increase in self-concept (Lewis et al, 2009). Because self-concept is associated with STEM major selection, self-concept interventions are championed as an essential step to equity in STEM (Espinosa, 2011;Ong et al, 2011;Sax et al, 2015).…”

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

“…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).…”