ACS Publications. Most Trusted. Most Cited. Most Read
My Activity
CONTENT TYPES

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

View Author Information
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

Article Views

1408

Altmetric

-

Citations

LEARN ABOUT THESE METRICS
PDF (114 KB)

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.

Cited By

This article is cited by 47 publications.

  1. Emily L. Atieh, Darrin M. York. Give and Take: Narrowing the Gap between Theory and Practice of Peer Instructors over Time. Journal of Chemical Education 2022, 99 (10) , 3370-3385. https://doi.org/10.1021/acs.jchemed.2c00170
  2. Cesar Gonzalez, Leslie D. Knecht. Strategies Employed in Transitioning Multi-instructor, Multisection Introductory General and Organic Chemistry Courses from Face-to-Face to Online Learning. Journal of Chemical Education 2020, 97 (9) , 2871-2877. https://doi.org/10.1021/acs.jchemed.0c00670
  3. Emily L. Atieh, Darrin M. York. Through the Looking CLASS: When Peer Leader Learning Attitudes Are Not What They Seem. Journal of Chemical Education 2020, 97 (8) , 2078-2090. https://doi.org/10.1021/acs.jchemed.0c00129
  4. Joan Mutanyatta-Comar Suazette R. Mooring . Evaluation of a Peer-Led Team Learning-Flipped Classroom Reform in Large Enrollment Organic Chemistry Courses. 2019, 145-157. https://doi.org/10.1021/bk-2019-1341.ch011
  5. Emily F. Kerr Martin Samuels . Using Graduate and Experienced Undergraduate Students to Support Introductory Courses. 2019, 85-103. https://doi.org/10.1021/bk-2019-1341.ch007
  6. Kalyani Sabanayagam, Vivek. D. Dani, Matthew John, Wanda Restivo, Svetlana Mikhaylichenko, and Shadi Dalili . Developing and Implementing Lab Skills Seminars, a Student-Led Learning Approach in the Organic Chemistry Laboratory: Mentoring Current Students While Benefiting Facilitators. Journal of Chemical Education 2017, 94 (12) , 1881-1888. https://doi.org/10.1021/acs.jchemed.7b00073
  7. Fehmi Damkaci, Timothy F. Braun, and Kristin Gublo . Peer Mentor Program for the General Chemistry Laboratory Designed To Improve Undergraduate STEM Retention. Journal of Chemical Education 2017, 94 (12) , 1873-1880. https://doi.org/10.1021/acs.jchemed.7b00340
  8. Pratibha Varma-Nelson . Empowering Effect of Leadership Roles in Undergraduate Education. 2017, 155-161. https://doi.org/10.1021/bk-2017-1256.ch014
  9. Jenay Robert, Scott E. Lewis, Razanne Oueini, and Andrea Mapugay . Coordinated Implementation and Evaluation of Flipped Classes and Peer-Led Team Learning in General Chemistry. Journal of Chemical Education 2016, 93 (12) , 1993-1998. https://doi.org/10.1021/acs.jchemed.6b00395
  10. Sarah Beth Wilson and Pratibha Varma-Nelson . Small Groups, Significant Impact: A Review of Peer-Led Team Learning Research with Implications for STEM Education Researchers and Faculty. Journal of Chemical Education 2016, 93 (10) , 1686-1702. https://doi.org/10.1021/acs.jchemed.5b00862
  11. Larry Kolopajlo . What You Need To Start an Academic Career as a Chemical Educator. 2014, 127-163. https://doi.org/10.1021/bk-2014-1165.ch012
  12. Scott E. Lewis . Starting and Sustaining a Peer-Led Team Learning Program. 2014, 47-57. https://doi.org/10.1021/bk-2014-1180.ch004
  13. Krista K. Young and Vicente Talanquer . Effect of Different Types of Small-Group Activities on Students’ Conversations. Journal of Chemical Education 2013, 90 (9) , 1123-1129. https://doi.org/10.1021/ed400049a
  14. Scott E. Lewis . Retention and Reform: An Evaluation of Peer-Led Team Learning. Journal of Chemical Education 2011, 88 (6) , 703-707. https://doi.org/10.1021/ed100689m
  15. David K. Gosser, Jr, Jack A. Kampmeier, Pratibha Varma-Nelson. Peer-Led Team Learning: 2008 James Flack Norris Award Address. Journal of Chemical Education 2010, 87 (4) , 374-380. https://doi.org/10.1021/ed800132w
  16. Leonard Taylor, Margaret Mastrogiovanni, Joni M. Lakin, Virginia Davis. Give and gain: Black engineering students as near‐peer mentors. Journal of Engineering Education 2023, 112 (2) , 365-381. https://doi.org/10.1002/jee.20520
  17. Rona M. Robinson-Hill. The journey of a science teacher: preparing female students in the training future scientists after-school program. Cultural Studies of Science Education 2022, 17 (1) , 99-132. https://doi.org/10.1007/s11422-022-10112-9
  18. Susan D. Hester, Katelyn M. Southard, Young Ae Kim, Jonathan Cox, Lisa K. Elfring, Paul Blowers, Vicente Talanquer. Benefits and Challenges in the Implementation of an Instructional-Teams Model for Supporting Evidence-Based Instructional Practices in Large-Enrollment STEM Courses. College Teaching 2021, 94 , 1-12. https://doi.org/10.1080/87567555.2021.1996323
  19. Vijay S. Vyas, Benedict Kemp, Scott A. Reid. Zeroing in on the best early-course metrics to identify at-risk students in general chemistry: an adaptive learning pre-assessment vs. traditional diagnostic exam. International Journal of Science Education 2021, 43 (4) , 552-569. https://doi.org/10.1080/09500693.2021.1874071
  20. Manyu Li, Yu Wang, Heather N. Stone, Nadia Turki. Teaching Introductory Chemistry Online: The Application of Socio-Cognitive Theories to Improve Students’ Learning Outcomes. Education Sciences 2021, 11 (3) , 95. https://doi.org/10.3390/educsci11030095
  21. Anthony Chase, Anusha S. Rao, Prathima Lakmala, Pratibha Varma-Nelson. Beyond content knowledge: transferable skills connected to experience as a peer-leader in a PLTL program and long-term impacts. International Journal of STEM Education 2020, 7 (1) https://doi.org/10.1186/s40594-020-00228-1
  22. Jester Mark Guden, Joy A Bellen. A scoping review of the peer-led team learning to learner-participants and peer leaders in STEM courses. International Journal of Research Studies in Education 2020, 9 (5) https://doi.org/10.5861/ijrse.2020.5008
  23. Douglas B. Luckie, Benjamin W. Mancini, Noor Abdallah, Ali K. Kadouh, Alisha C. P. Ungkuldee, Ashley A. Hare. Undergraduate teaching assistants can provide support for reformed practices to raise student learning. Advances in Physiology Education 2020, 44 (1) , 32-38. https://doi.org/10.1152/advan.00090.2019
  24. Horacio Vasquez, Arturo A. Fuentes, Jaafar Mouhamad. Mentoring in Lower-Level Engineering Courses. 2019, 1-7. https://doi.org/10.1109/FIE43999.2019.9028443
  25. Ece N. EREN-ŞİŞMAN, Ceyhan CİĞDEMOĞLU, Ömer GEBAN. Investigation of the Effect of Peer-Led Team Learning Model on University Students’ Exam Achievement in General Chemistry. Bartın Üniversitesi Eğitim Fakültesi Dergisi 2018, 7 (2) , 636-664. https://doi.org/10.14686/buefad.412614
  26. J. R. Boothe, R. A. Barnard, L. J. Peterson, B. P. Coppola. The relationship between subject matter knowledge and teaching effectiveness of undergraduate chemistry peer facilitators. Chemistry Education Research and Practice 2018, 19 (1) , 276-304. https://doi.org/10.1039/C7RP00171A
  27. E. N. Eren-Sisman, C. Cigdemoglu, O. Geban. The effect of peer-led team learning on undergraduate engineering students’ conceptual understanding, state anxiety, and social anxiety. Chemistry Education Research and Practice 2018, 19 (3) , 694-710. https://doi.org/10.1039/C7RP00201G
  28. Jae Hoon Lim, Bailey P. MacLeod, Peter T. Tkacik, Sandra L. Dika. Peer mentoring in engineering: (un)shared experience of undergraduate peer mentors and mentees. Mentoring & Tutoring: Partnership in Learning 2017, 25 (4) , 395-416. https://doi.org/10.1080/13611267.2017.1403628
  29. Sarah M. Bonner, Jennifer A. Somers, Gwendelyn J. Rivera, Leslie S. Keiler. Effects of student-facilitated learning on instructional facilitators. Instructional Science 2017, 45 (4) , 417-438. https://doi.org/10.1007/s11251-017-9410-8
  30. Orna Muller, Miri Shacham, Orit Herscovitz. Peer-led team learning in a college of engineering: First-year students’ achievements and peer leaders’ gains. Innovations in Education and Teaching International 2017, 56 , 1-12. https://doi.org/10.1080/14703297.2017.1285714
  31. Apsara Abeysiriwardhane, Margareta Lützhöft, Erik Styhr Petersen, Hossein Enshaei. Human-centred design knowledge into maritime engineering education; theoretical framework. Australasian Journal of Engineering Education 2016, 21 (2) , 49-60. https://doi.org/10.1080/22054952.2017.1287038
  32. John Conrad Merkel, Abdelkrim Brania. Assessment of Peer-Led Team Learning in Calculus I: A Five-year Study. Innovative Higher Education 2015, 40 (5) , 415-428. https://doi.org/10.1007/s10755-015-9322-y
  33. Julia J. Snyder, Jason R. Wiles, . Peer Led Team Learning in Introductory Biology: Effects on Peer Leader Critical Thinking Skills. PLOS ONE 2015, 10 (1) , e0115084. https://doi.org/10.1371/journal.pone.0115084
  34. Brian P. Coppola. Do Real Work, Not Homework. 2015, 203-258. https://doi.org/10.1002/9783527679300.ch9
  35. Jonathan B. Velasco, Marilyne Stains. Exploring the relationships between perceptions of tutoring and tutoring behaviours: a focus on graduate students serving as peer tutors to college-level chemistry students. Chemistry Education Research and Practice 2015, 16 (4) , 856-868. https://doi.org/10.1039/C5RP00103J
  36. H. E. Chrispeels, M. L. Klosterman, J. B. Martin, S. R. Lundy, J. M. Watkins, C. L. Gibson, G. K. Muday, . Undergraduates Achieve Learning Gains in Plant Genetics through Peer Teaching of Secondary Students. CBE—Life Sciences Education 2014, 13 (4) , 641-652. https://doi.org/10.1187/cbe.14-01-0007
  37. Joshua Smith, Sarah Beth Wilson, Julianna Banks, Lin Zhu, Pratibha Varma-Nelson. Replicating Peer-Led Team Learning in cyberspace: Research, opportunities, and challenges. Journal of Research in Science Teaching 2014, 51 (6) , 714-740. https://doi.org/10.1002/tea.21163
  38. Melissa J. Clapp, Stacey R. Ewing. Using Students to Make Instructional Videos: Report of an Initial Experiment. The Reference Librarian 2013, 54 (4) , 332-340. https://doi.org/10.1080/02763877.2013.806192
  39. Gabriela A. Szteinberg, Gabriela C. Weaver. Participants' reflections two and three years after an introductory chemistry course-embedded research experience. Chem. Educ. Res. Pract. 2013, 14 (1) , 23-35. https://doi.org/10.1039/C2RP20115A
  40. Tracy X.P. Zou, Edmond I. Ko, Neil Mickleborough. Promoting Multi-Layered Peer Learning in a Course on Engineering Grand Challenges. Procedia - Social and Behavioral Sciences 2012, 56 , 74-87. https://doi.org/10.1016/j.sbspro.2012.09.634
  41. Norbert J. Pienta. General Chemistry Student Surveys: Longitudinal Data about Which Factors Helped Students Learn. 2011, 121-135. https://doi.org/10.1021/bk-2011-1074.ch009
  42. Yma Pinto. Measuring the impact of a learner centric pedagogical technique for a core competency of a course in Data Base Management Systems. 2010, 36-43. https://doi.org/10.1109/T4E.2010.5550115
  43. Erik C. Johnson, Michael C. Loui. Work in progress - how do students benefit as peer leaders of learning teams?. 2009, 1-2. https://doi.org/10.1109/FIE.2009.5350637
  44. Maureen Biggers, Tuba Yilmaz, Monica Sweat. Using collaborative, modified peer led team learning to improve student success and retention in intro cs. ACM SIGCSE Bulletin 2009, 41 (1) , 9-13. https://doi.org/10.1145/1539024.1508872
  45. Thomas Eberlein, Jack Kampmeier, Vicky Minderhout, Richard S. Moog, Terry Platt, Pratibha Varma-Nelson, Harold B. White. Pedagogies of engagement in science. Biochemistry and Molecular Biology Education 2008, 36 (4) , 262-273. https://doi.org/10.1002/bmb.20204
  46. Paul Chin. Peer Assessment. New Directions 2007, 16 (3) , 13-18. https://doi.org/10.11120/ndir.2007.00030013
  47. Nayda Santiago, Manuel Jimenez, Luisa Guillemard. Combining Strategies for Leadership Development of Engineering Students. https://doi.org/10.18260/1-2--34303

Pair your accounts.

Export articles to Mendeley

Get article recommendations from ACS based on references in your Mendeley library.

Pair your accounts.

Export articles to Mendeley

Get article recommendations from ACS based on references in your Mendeley library.

You’ve supercharged your research process with ACS and Mendeley!

STEP 1:
Click to create an ACS ID

Please note: If you switch to a different device, you may be asked to login again with only your ACS ID.

Please note: If you switch to a different device, you may be asked to login again with only your ACS ID.

Please note: If you switch to a different device, you may be asked to login again with only your ACS ID.

MENDELEY PAIRING EXPIRED
Your Mendeley pairing has expired. Please reconnect