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Peer-Led Team Learning as Educational Tool for First-Year Biology Students

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Bibliographic Details
Title: Peer-Led Team Learning as Educational Tool for First-Year Biology Students
Language: English
Authors: Arvelo-Márquez, Lillian, Méndez-Merced, Ana T., Monterrubio-Álvarez, José, Malavé-Llamas, Karlo, Lizardi-O'Neill, Lilliam, Bayuelo-Flórez, Ezequiel De J., Soto-Sonera, José
Source: Journal of College Science Teaching. May-Jun 2021 50(5):24-31.
Availability: National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Peer Reviewed: Y
Page Count: 8
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Science, Science Instruction, Undergraduate Students, Introductory Courses, Biology, Peer Teaching, Teamwork, Teaching Methods, Grades (Scholastic), Program Effectiveness, Student Attitudes, Tests, Scores, Dropout Rate, Student Leadership, Student Behavior, Cooperative Learning
Geographic Terms: Puerto Rico
ISSN: 0047-231X
Abstract: This article reports the findings of the Peer-Led Team Learning (PLTL) model intervention study in an introductory biology course at a Puerto Rican private university. PLTL introduces to the traditional class format an additional workshop session in which students interact in small groups to solve challenging exercises under the guidance of a peer leader. The questions to be answered are: (1) Does PLTL advance the understanding and learning of biology concepts?; and (2) Does PLTL increase the number of students passing the course? The methodology consisted of a quantitative approach comparing differences between control (non-PLTL) and experimental (PLTL) groups. Data collection included: final grades, pretests/posttests, opinion questionnaires, and postsession quizzes. The analysis showed an increase in the percent of successful final grades and quizzes, and less dropouts of PLTL over non-PLTL groups. A significant gain of learning was observed between pretest and posttest of both groups (P[less than or equal to]0.05), with no difference among groups. Students' questionnaires resulted in a higher percentage of positive opinion for the PLTL model. In conclusion, PLTL is a positive educational model for students who struggle to succeed in their introductory science courses.
Abstractor: As Provided
Entry Date: 2021
Access URL: https://www.nsta.org/journal-college-science-teaching/journal-college-science-teaching-mayjune-2021/peer-led-team
Accession Number: EJ1298365
Database: ERIC
Description
Abstract:This article reports the findings of the Peer-Led Team Learning (PLTL) model intervention study in an introductory biology course at a Puerto Rican private university. PLTL introduces to the traditional class format an additional workshop session in which students interact in small groups to solve challenging exercises under the guidance of a peer leader. The questions to be answered are: (1) Does PLTL advance the understanding and learning of biology concepts?; and (2) Does PLTL increase the number of students passing the course? The methodology consisted of a quantitative approach comparing differences between control (non-PLTL) and experimental (PLTL) groups. Data collection included: final grades, pretests/posttests, opinion questionnaires, and postsession quizzes. The analysis showed an increase in the percent of successful final grades and quizzes, and less dropouts of PLTL over non-PLTL groups. A significant gain of learning was observed between pretest and posttest of both groups (P[less than or equal to]0.05), with no difference among groups. Students' questionnaires resulted in a higher percentage of positive opinion for the PLTL model. In conclusion, PLTL is a positive educational model for students who struggle to succeed in their introductory science courses.
ISSN:0047-231X