Peer-led Team Learning Research Articles

Examining the Effects of Peer-Led Team Learning as a Support for Community College Transfer Students’ STEM Achievement

Peer-led Team Learning (PLTL) is a model of instruction and learning that has been used to address low success rates in various science, technology, engineering, and mathematics (STEM) courses and other fields in higher education. (1) While research conveying the efficacy of this model of instruction remains mixed, this project sought to add to the body of knowledge communicating the benefits of PLTL for STEM achievement. This study examined the experiences of STEM community college transfer students’ engagement in PLTL within their major course of study when a suite of supports was provided. (2) Specifically, study participants were enrolled in degree programs at a four-year rural, regional university in the engineering, computer science, and mathematics (ECSM) fields and were provided social, financial, and academic assistance. Qualitative analysis of the data revealed that with a PLTL component, community college transfer students were more likely to participate, engage, and perform better in coursework given the additional supports. (3) Study participants indicated the community of learners created through PLTL was a primary motivator for continued engagement and progress towards ECSM degree attainment. (4) Implications for practice extend to engagement and retention efforts of STEM students from the community college population

COVID-19 Risk Perception, Student Engagement, Peer Team Learning and Learning Satisfaction Among Hospitality and Tourism Students in Ghana

This study examined COVID-19 risk perception, student engagement, peer-led team learning, and learning satisfaction among students in the hospitality and tourism departments in Ghanaian universities. Valid responses for this study from 440 hospitality and tourism students across four (4) universities across the country were analysed to achieve this objective. COVID-19 risk perception proved to have a significant positive impact on students’ engagement and peer team learning, but an insignificant negative influence on learning satisfaction. The results also underscored the positive role of the learning environment in driving students’ engagement and learning satisfaction including the positive bearing of students’ engagement on learning satisfaction. The study contributes to theory and practice by extending the social cognitive and self-determination theories to understand the links between COVID-19 risk perception, student engagement, peer-led team learning, and learning satisfaction among students in the hospitality and tourism departments in Ghanaian universities. Thus, the integration of social cognitive and self-determination theories in this study provides a more comprehensive understanding of the factors influencing learning experiences during the pandemic.

The Effects of Using Peer-Led Team Learning Model in Science Courses on Students

This study aims to explore the views of the fourth-year science teaching undergraduate program students and science education master's program students regarding the effects of using the Peer-Led Team Learning (PLTL) model in science courses on the students. The working group consisted of 56 participants, 28 undergraduate and 28 graduate students. The study deployed a questionnaire and a semi-structured interview form. Content analysis was used during data analysis. The results suggested that the PLTL model have positive and negative effects on peer and leader students in terms of "learning", "motivation/attitude" and "skills". The number of participants emphasizing positive effects in both questionnaire and interview data was much higher than those referring to negative effects. In other words, more participants agreed on positive effects. Upon examining the possible positive and negative effects of the PLTL model, the positive effects were identified to be valuable for the education process, and the negative effects may be eliminated or minimized.

Peer leader perspectives from a PLTL implementation in a Hispanic-serving institution.

Peer-Led Team Learning (PLTL) is a pedagogical approach that has been shown to benefit all students, especially underrepresented minority students and peer leaders in Science, Technology, Engineering, and Mathematics (STEM) disciplines. In this work, we present results from our study of the impact of PLTL on our peer leaders from a controlled implementation in general biology, general chemistry, and statistics courses at a Hispanic-serving, minority-serving institution. More specifically, we have measured our PLTL program's impact on our peer leaders' skill development, engagement with the subject material, and sense of belonging as peer leaders. Weekly peer leader reflections analyzed using the Dreyfus model exhibited a consistent set of skills, while those analyzed using the Pazos model revealed a consistent type of student-peer leader interactions, allowing for peer leaders to be assigned to specific levels in the hierarchy of each of the models. Analysis of eight skill-based Likert-scale questions on the SALG survey showed an overall positive shift at the highest level. Independent of the skill or interaction level of the peer leader, we observed several instances of peer leaders acknowledging development in their communication skills, sincere attempts at creating an engaging classroom, and a deep investment in their student's success. Peer leaders also reported improvements in understanding of the subjects they were teaching, wanting to persevere and solve problems independently, and feeling passionate about helping other students.

Participation in a High-Structure General Chemistry Course Increases Student Sense of Belonging and Persistence to Organic Chemistry.

A parallel series of general chemistry courses for Life Science Majors was created in an effort to support students and improve general chemistry outcomes. We created a two-quarter enhanced general chemistry course series that is not remedial, but instead implements several evidence-based teaching practices including Process Oriented Guided Inquiry Learning (POGIL), Peer-Led Team Learning (PLTL), and the Learning Assistant (LA) model. We found that students who took enhanced general chemistry had higher persistence to the subsequent first organic chemistry course, and performed equally well in the organic course compared to their peers who took standard general chemistry. Students in the first enhanced general chemistry course also reported significantly higher belonging, although we were unable to determine if increased belonging was associated with the increased persistence to organic chemistry. Rather we found that the positive association between taking the enhanced general chemistry course and persistence to organic chemistry was mediated by higher grades received in the enhanced general chemistry course. Our findings highlight the responsibility we have as educators to carefully consider the pedagogical practices we use, in addition to how we assign student grades.

PENGARUH MODEL PLTL TERHADAP KEMAMPUAN PEMAHAMAN KONSEP PADA MATERI TATA NAMA SENYAWA

Understanding the concept is an ability that has an important role in the learning process so that students' conceptual understanding can be developed which is considered capable of representing abstract chemical concepts. This study aims to determine the influence and responses of students related to the application of the PLTL (peer led team learning) model on the ability to understand concepts in the nomenclature material for class X SMAN 1 Latambaga compounds. In this study, descriptive tests, questionnaires, and observation sheets were used as instruments in this study. The type intended in this study is Quasi Experimental Design by way of Posttest-Only Design. A total of 35 students were used in the class with the peer led team learning (PLTL) treatment applied in this case the experimental class (X MIPA 1), and 35 students were used in the class without treatment in this case the control class (X MIPA 2). The research results were obtained through the experimental class with an average value of 44.51. However, the control class produced an average of 26.11. To test the hypothesis using the IBM SPSS Statistics 26 it is significant with a value of 0.000 <0.05 meaning that H0 is rejected and H1 is accepted. So that it can be concluded that there is an influence of the PLTL (peer led team learning) model on the ability to understand concepts in nomenclature material for class X SMAN 1 Latambaga.

DEVELOPMENT OF STUDENT WORKSHEETS BASED ON PEER LED TEAM LEARNING MODEL ON COLLOIDAL MATERIAL

To further improve achievement of the given learning objectives, chemistry learning requires instructional materials that encourage active engagement of students. The goal of this research was to create student worksheets based on Peer Led Team Learning (PLTL) on colloid material, to establish the validity of student worksheets based on PLTL on colloid material, and assess teacher and student responses to worksheets. PLTL based students on colloid material that has been developed. This research approach is known as research and development (R&D), and it is carried out utilizing the 4D model (define, design, develop, and disseminate). Purposive sampling was used for the sample technique. The study was carried out at four schools: MAN 3, SMAN 5, SMAN 12, and SMAN 15 Adidarma Banda Aceh. Validating the practicality of student worksheets and questionnaire responses from teachers and students were used to obtain data. This study obtained the following results: (1) validation of the feasibility of student worksheets by expert validators of 92.3% and based on the chemistry teacher's assessment of 86.5% in the very good or valid category; (2) results of the teacher's responses to the students' worksheets obtained a percentage of 88.1% in the very good category; and (3) results of the students'responses to the students' worksheets obtained a percentage of 79.9% in the good category. Based on the findings, it is possible to infer that the student worksheet based on PLTL on colloid material is appropriate for use as teaching material on colloid material.

Peer-Led Team Learning: A Strategy to Enhance Research Productivity and Competence

Research productivity and competence of teachers play a critical role in promoting evidence-based teaching practices and enhancing the quality of education. Hence, this study aimed to determine the effectiveness of Peer-Led Team Learning (PLTL) in enhancing teachers’ research productivity and competence. A purposive sampling technique was used to select the 110 teacher participants and the pre-experimental research design was utilized. Statistical treatment such as frequencies, percentages, and weighted mean were used to determine research productivity and teachers' competence. Results revealed that more than 98% (108) out of 110 teacher participants had completed their studies, and teachers possess a high level of competence in action research (AR). Competence about context and rationale (60.91%), proposed innovation, intervention, strategy (67.27%), action research questions (56.36%), action research methods (60.00%), results and discussion (54.55%), and work plan (64.55%) are all in a high level of competence. About 44.54% (49) out of 110 teacher participants were in a moderate level of competence, and almost 2% still in a low level of AR competence. The research output is the best indicator and the most concrete manifestation that the teachers are capable and competent in writing and conducting AR. Completed AR output is a positive determinant of the teachers' knowledge and skills in action research. Likewise, PLTL is an effective strategy for enhancing teachers' competence in AR. Recommended that (1) AR competency-enhancement training through Action Research Kumustahan, Assessment, and Technical Assistance (AR-KATA) program be conducted in schools; (2) District-organized and school-based research activities utilizing PLTL strategy be implemented and sustained; and (3) Seminars, training, and development research work-related experience and accomplishments of the teachers be included as one of the criteria in selecting and hiring of teachers.

Empowering Peer Leaders: Designing Dynamic PLTL Training in the United Kingdom

In the academic year 2021-2022, Queen Mary University of London (UK) launched its successful pilot of Peer-Led Team Learning (PLTL) within undergraduate chemistry and economics courses. This year (2022-2023), the program expanded, with PLTL also introducing courses within biological sciences and business studies. Over 900 students are now enrolled in our PLTL program facilitated by approximately 80 Peer Leaders. Building on this success and inspired by colleagues from the University of Rochester on Peer Leader training materials, we sought to develop our own bespoke training materials for QMUL Peer Leaders. Working with our Peer Leaders, content was co-created to develop a feedback-orientated program for future cohorts. The current cohort of Peer Leaders was surveyed to identify gaps in the previous training program and suggest ideas to be prioritized. The enhanced training program emerged as an immersive online ‘course page’ comprising of written documents, videos, and interactive activities. This material will be consolidated and reinforced through an in-person training day to be held in late September during “Welcome Week” culminating in a final online assessment. This paper explores the intricacies of the decision-making process involved in crafting the training materials and serves as a template for other UK Universities adopting PLTL.

Using social influence models to characterize student interest in a general chemistry peer-led team learning setting

Motivation helps drive students to success in general chemistry, and active learning environments with social interactions has consistently shown to improve motivation. However, analyzing student outcomes in an interactive environment is best done by considering students not as isolated units but as working together and influencing each other. Therefore, we used social network analysis with self-determination theory as a framework for understanding motivation and social comparison theory as a framework for understanding how students influence each other. When analyzing an undergraduate general chemistry course that has incorporated peer-led team learning using data from the Learning Climate Questionnaire and Intrinsic Motivation Inventory, a series of progressively sophisticated statistical models with data gathered from 270 students shows that perceived competence and relatedness predict student interest in the activities with their peer-led sessions. However, we also found evidence that students tend to become polarized in their interest toward peer-led team learning activities, which is one possible outcome of social comparisons with their peers. In addition to these findings, this project demonstrates how social network analysis can expand how chemistry education researchers consider relational data and the effects of non-independent data on statistical analysis.

Instructional Engagement in Person and Online: Making the Case for Peer-Led Team Learning

The transfer to the online environment in teaching necessitates artful communication so that students can gain from inquiry-based learning. As instructors use either in-person or online content delivery, Peer-Led Team Learning (PLTL) is one model that provides a solution to engage students in the learning process. The Peer Leaders, mentored by faculty, are the bridge between instructors and students. PLTL supports direct human interaction in both physical and digital environments for enhancing immersive learning and addresses the important task of preparing students for the 21st century.

What’s Chem Got To Do With It? A Head Peer Leader’s Perspective

Through the challenges of being part of a Peer-Led Team Learning (PLTL) program, I was able to grow from an apprehensive general chemistry student to a self-assured Head Peer Leader over the course of three and a half years. The leadership opportunities and sense of community provided by a PLTL program are invaluable to an undergraduate student. Although my entry into college exacerbated my sense of “imposter syndrome,” the experiences during my time as a Peer Leader mitigated these feelings of self-doubt. A large measure of self-confidence and improvement in leadership skills were developed over the time in the PLTL program at the University of Texas at El Paso. These self-confidence and leadership skills continue to be exhibited as I traverse my graduate school courses.

Peer Facilitation: Accelerating Individual, Community, and Societal Change.

Purposeful peer facilitation is a key ingredient for successful Peer-Led Team Learning (PLTL). The peer facilitation model has successfully been applied in several different contexts, and can have a profound effect on individual, community, and societal change. Effective Peer Leaders must learn to create space, understand and address social determinants of learning, and nourish the potential of peers. Herein, we describe key attributes of effective Peer Leaders, discuss the application of peer facilitation in various settings across individual, community, and societal domains, and provide recommendations for the real-world application of the peer facilitation model.

Introduction to Training Peer Leaders Workshop-Style at the University of Houston-Downtown

The training of Peer Leaders at the University of Houston-Downtown (UHD) differs from other institutions that have implemented Peer-Led Team Learning (PLTL). For over a decade, peer leader training has been treated as its own kind of workshop. This requires the position of a training coordinator, an experienced peer leader whose job is to prepare incoming peer leaders in how the workshop is supposed to be conducted, as well as to consider possible scenarios that may occur and other considerations that peer leaders may encounter when working with other students. Facilitating the preparation of peer leaders in the same workshop style that they would use helps to build camaraderie between the novice peer leaders and lets them experience the group learning environment firsthand before running workshops on their own.

Development of Interactive E-Workbook Based on Peer-Led Team Learning on Collaboration Skills and Critical Thinking in Basic Chemistry Concept

Many students struggle to understand chemistry because it is abstract, conceptual, and involves numerous mathematical operations. Collaboration skills are needed for students to develop collaborative and critical thinking as part of 21st century life skills. This study aims to develop an interactive e-workbook based on PLTL (Peer-Led Team Learning) that meets the criteria of being valid, practical, and effective against collaboration and critical thinking skills. This research is an ADDIE-based development research with analysis, design, development, implementation, and evaluation stages. Limited trials were conducted on students in basic chemistry classes. The validation results show that e-workbook is valid, practical, and effective. The results of limited trial showed that collaboration skills improved in the good category with average score is 75%, and critical thinking skills improved in the medium category with average score is 0.33. It shows that the interactive e-workbook based on the PLTL model can improve collaboration and critical thinking skills and can be used to solve problems in group discussions with the help of an expert leader.

Sustainability Matters: Advocating for the Establishment and Continuation of Peer-Led Team Learning

The successful dissemination of the Peer-Led Team Learning (PLTL) model at multiple institutions of higher education, in the United States and other countries, is reflected in the number of publications (see www.pltlis.org). However, many PLTL campus programs are no longer active or exist. This may be due, more recently, to the COVID pandemic and its disruptions. Historically, programs no longer exist because grant funding that supported the initiative ended; other reasons include the promotion, retirement, or even death of the practitioners whose work championing their PLTL program ended. What can sustain a campus PLTL program so that its benefits continue to accrue to students and Peer Leaders, and positively affect institutions’ retention, graduation rates, and mission over decades? This paper examines the strategies used to disseminate the PLTL model; presents suggested prescriptions for institutional adoption regarding climate, culture, and organizational learning; provides case studies of possible sustainability methods and compares the PLTL critical components to suggestions for creating sustainable educational innovations.

The Impact of PLTL in Four Introductory Engineering Courses: Improving Access and Opportunity for Students Underrepresented in STEM Disciplines

The performance assessment was a major component of the overall National Science Foundation-funded research project, Engagement in Engineering Pathways. The study examined underrepresented and female students’ abilities to translate cognitive knowledge into demonstrable performance-based proficiencies through engagement in Peer-Led Team Learning (PLTL) labs in post-secondary, undergraduate introductory engineering courses. Evidence from the study comes from 518 students enrolled in four engineering courses and PLTL labs. The research protocols, implementation process, and assessment of academic achievement of project participants are discussed. Data are analyzed across student demographics to identify performance indicators within PLTL activities that influenced students’ commitment and retention in engineering pathways. This study found evidence to suggest the incorporation of PLTL in introductory engineering courses had a positive effect on the academic achievement, persistence, and commitment to engineering of students historically underrepresented in engineering. Implementation and support for PLTL that incorporates active learning can promote high academic performance, increased participation in class as well as persistence and retention in engineering pathways.

Editor’s Notes: Journeys Through Time

Issue 2 of Advances in Peer-Led Learning (APLL) continues the effort of the Peer-Led Team Learning International Society to communicate research and innovations in peer-facilitated models of learning, like Peer-Led Team Learning (PLTL). Papers examine individuals’ journeys: from student to Peer Leader, thence to graduate and medical school, to a career in academia. They also examine the beginning of the journey in implementing PLTL: in a different educational system – from the USA to the UK; from a desire to retain and excite those not usually found in engineering; to designing changes in how Peer Leaders are prepared for careers as mathematics instructors. Then there are the longer views: how the PLTL program remained innovative and supportive at Washington University in St. Louis, and the conundrum of how PLTL can be sustained across time and institutional changes.

The Impact of Peer-Led Team Learning (PLTL) on the Life of a Latina

As a Latina at a Hispanic Serving Institution, I joined the Peer-Led Team Learning (PLTL) program at the University of Texas at El Paso to overcome my language insecurity, gain confidence, persevere, and become a more successful student. Peer leading has helped me boost my confidence, gain better communication and time management skills, learn to work under pressure, manage difficult situations, and improve my ability to work with diverse students. In addition, it increased my sense of responsibility. The PLTL program is advantageous for both students and Peer Leaders alike because each group learns from the other while overcoming challenges together. Peer Leaders learn to communicate effectively while allowing space and time for students to make mistakes, collaborate with one another, and learn through engaging activities. As a Latina Peer Leader, I was also able to foster collaboration between Hispanic and non-Hispanic students, promoting inclusion in a friendly workshop environment that promoted high participation.

Student to Coordinator: My 20-year PLTL Journey

Peer-Led Team Learning has proven to be an inextricable part of my academic and professional journey. This essay describes my journey from a freshman chemistry major and workshop student to Assistant Dean and PLTL program coordinator, and the people who helped me along the way.