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Evaluating Peer-Led Team Learning: A Study of Long-Term Effects on Former Workshop Peer Leaders

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Independent Program Evaluator, Lakeville, CT
Department of Chemistry, Earth Science, and Physics, Northeastern Illinois University, Chicago, IL 60625
Cite this: J. Chem. Educ. 2007, 84, 3, 535
Publication Date (Web):March 1, 2007
https://doi.org/10.1021/ed084p535
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Abstract

Peer-led team learning (PLTL) is a program of small-group workshops, attached to a course, under the direction of trained peer leaders who have completed the course. Peer leaders ensure that team members engage with the materials and with each other, they help build commitment and confidence, and they encourage discussion. Studies of PLTL have found that grades and retention improve, and students value the workshops as important in their learning. With a ten-year history, it was possible to study the impact of PLTL on former leaders as they took subsequent steps into graduate work and careers. A survey was developed, piloted, revised, and placed online. Nearly 600 former leaders from nine institutions were contacted; 119 completed surveys were received. Respondents reported that leading the workshops reinforced the breadth and depth of their own learning, helped them develop personal qualities such as confidence and perseverance, and fostered a variety of presentation and team-related skills. The respondents offered rich insights into issues in implementing workshops. This study contributes to the literature on involvement theory in the academic development of college students.

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