Assessing the Impact of a Multi-Disciplinary Peer-Led-Team Learning Program on Undergraduate STEM Education
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| Title: | Assessing the Impact of a Multi-Disciplinary Peer-Led-Team Learning Program on Undergraduate STEM Education |
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| Language: | English |
| Authors: | Carlson, Kerri, Celotta, Dayius Turvold, Curran, Erin, Marcus, Mithra, Loe, Melissa |
| Source: | Journal of University Teaching and Learning Practice. 2016 13(1). |
| Availability: | University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, STEM Education, Cooperative Learning, Active Learning, Problem Solving, Mixed Methods Research, Peer Teaching, Supplementary Education, Skill Development, Introductory Courses, Biology, Chemistry, Calculus, Statistics, Matched Groups, Learner Engagement, Outcomes of Education, Program Effectiveness, Science Achievement, Scores, Student Surveys, Time Management, Educational Benefits, Barriers |
| ISSN: | 1449-9789 |
| Abstract: | There has been a national call to transition away from the traditional, passive, lecture-based model of STEM education towards one that facilitates learning through active engagement and problem solving. This mixed-methods research study examines the impact of a supplemental Peer-Led Team Learning (PLTL) program on knowledge and skill acquisition for students in introductory biology, chemistry, calculus and applied statistics courses. Results indicate program participants reliably outperform their matched pairs in courses that emphasize quantitative reasoning. Moreover, program participants report acquiring important insights about learning, collaboration, and engagement in undergraduate STEM education. These results are consistent with previous findings on PLTL and also provide insight into the roles of course context and student population on program outcomes. |
| Abstractor: | As Provided |
| Number of References: | 44 |
| Entry Date: | 2016 |
| Accession Number: | EJ1097251 |
| Database: | ERIC |
| Abstract: | There has been a national call to transition away from the traditional, passive, lecture-based model of STEM education towards one that facilitates learning through active engagement and problem solving. This mixed-methods research study examines the impact of a supplemental Peer-Led Team Learning (PLTL) program on knowledge and skill acquisition for students in introductory biology, chemistry, calculus and applied statistics courses. Results indicate program participants reliably outperform their matched pairs in courses that emphasize quantitative reasoning. Moreover, program participants report acquiring important insights about learning, collaboration, and engagement in undergraduate STEM education. These results are consistent with previous findings on PLTL and also provide insight into the roles of course context and student population on program outcomes. |
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| ISSN: | 1449-9789 |
