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.