Peer-Led Team Learning in General Chemistry: Implementation and Evaluation

Abstract

Peer-led team-learning (PLTL) groups have been implemented in both semesters of the general chemistry series at Washington University. We have adapted the PLTL model to fit into a traditional university structure (classes are large; there are multiple sections with different instructors; and graduate students are teaching assistants in the course) by establishing an optional PLTL program outside the course structure. Using data from the fall semesters of 2003 and 2004, we found that students who participated in PLTL groups performed approximately one-third of a grade point (an average of B versus B-) higher in our first-semester General Chemistry course compared with students who opted not to participate, even after controlling for differences in the students' background characteristics. These results of PLTL's effect on students' performance and attitudes correspond to those found in PLTL programs elsewhere. This improved performance was obtained even though our PLTL-participating students were less prepared quantitatively than our non-PLTL-participating students. In addition, we conducted an attitudinal study, and found that students participating in the PLTL program reported having positive attitudes about the program and the effects of PLTL on their performance in the class. We also found some gender difference in attitudes towards group study and interactions.

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

“…To illustrate, between 1995 and 1997 (before Chem-2-Chem was implemented), the percentages of unsuccessful students are 42-51 %, then when the program is implemented, it is dropped to 21 %. In addition, Hockings et al (2008) examine the effect of the PLTL model on student achievement by using it with traditional course structure. The results show that the model satisfies the needs of the faculty and students, presenting the model as a compulsory part of the course is suitable for a traditional university structure, and the students compulsorily participate.…”

“…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.…”

Mechanical Engineering Education: Preschool to Graduate School

“…Mandatory attendance is recommended. 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].…”

Experimenting with the Teaching of Organic Chemistry - the Process-Oriented Guided Inquiry Learning Way

“…Research in chemistry education has shown that active engagement of the students in the learning process is useful and results in more meaningful learning 1 . The literature reports several interactive teaching methods such as peer-led teaching learning (PLTL) 2 , process-oriented guided inquiry learning (POGIL) 3 , PBL (problem-based learning) 4 , flipped classrooms 5 , etc. We had the opportunity to attend a workshop on the POGIL approach by Kelly Butler (Chestnut Hill College, Philadelphia, USA) at Homi Bhabha Centre for Science Education (HBCSE; TIFR), Mumbai in August 2013.…”