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The Impact of Peer-Led Study Groups on Student Achievement in a Gateway Engineering Thermodynamics Course

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Title: The Impact of Peer-Led Study Groups on Student Achievement in a Gateway Engineering Thermodynamics Course
Language: English
Authors: Ryan J. Milcarek, Samantha R. Brunhaver, Thien Ta, Cody D. Jenkins, Gary Lichtenstein, Karl A. Smith
Source: Advances in Engineering Education. 2025 13(1):76-99.
Availability: American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org
Peer Reviewed: Y
Page Count: 24
Publication Date: 2025
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 2205001
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Engineering Education, Thermodynamics, Peer Teaching, Communities of Practice, Intervention, Undergraduate Students, Facilitators (Individuals), Grades (Scholastic), Graduation Rate, Program Effectiveness, Student Characteristics, College Transfer Students, Females, Minority Group Students
Geographic Terms: Arizona
ISSN: 1941-1766
Abstract: Certain introductory engineering courses have been termed gateway courses, due to high failure rates resulting in many students leaving engineering altogether. In one such course, thermodynamics, instructors intentionally formed peer-led study groups (PLSGs) with an undergraduate teaching aide (UGTA) playing a supportive facilitator role instead of providing direct instruction. PLSG students met one hour per week for eight weeks, over and above the standard teaching assistant-led recitation. The intervention resulted in statistically significant improvements in students' course grades, pass rates, and graduation rates compared to students who participated in the standard recitation only. PLSG earned statistically almost one full letter grade higher than students in the no-treatment group; they were also statistically more likely to have passed the course and to have graduated with their degree approximately one year after taking it. PLSG students were also compared to students in a control group who participated in an additional hour of the standard teaching assistant-led recitation each week. Students in the PLSGs performed at similar levels to students in the control despite receiving far less instruction and guidance from the teaching aide. Notably, no differences were found in the effectiveness of the intervention for transfer students, women, and racial/ethnic minoritized students, indicating that the intervention provides at least the same educational advantages to underrepresented groups as to non-underrepresented groups. These results support the implementation of peer-led student groups in thermodynamics and other upper-level gateway engineering courses. Preparation and training videos are available for those interested in implementing this intervention in their own courses: https://lth.engineering.asu.edu/reference-guide/peer-led-study-groups/.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1476170
Database: ERIC
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  Data: The Impact of Peer-Led Study Groups on Student Achievement in a Gateway Engineering Thermodynamics Course
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  Data: American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org
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  Data: Certain introductory engineering courses have been termed gateway courses, due to high failure rates resulting in many students leaving engineering altogether. In one such course, thermodynamics, instructors intentionally formed peer-led study groups (PLSGs) with an undergraduate teaching aide (UGTA) playing a supportive facilitator role instead of providing direct instruction. PLSG students met one hour per week for eight weeks, over and above the standard teaching assistant-led recitation. The intervention resulted in statistically significant improvements in students' course grades, pass rates, and graduation rates compared to students who participated in the standard recitation only. PLSG earned statistically almost one full letter grade higher than students in the no-treatment group; they were also statistically more likely to have passed the course and to have graduated with their degree approximately one year after taking it. PLSG students were also compared to students in a control group who participated in an additional hour of the standard teaching assistant-led recitation each week. Students in the PLSGs performed at similar levels to students in the control despite receiving far less instruction and guidance from the teaching aide. Notably, no differences were found in the effectiveness of the intervention for transfer students, women, and racial/ethnic minoritized students, indicating that the intervention provides at least the same educational advantages to underrepresented groups as to non-underrepresented groups. These results support the implementation of peer-led student groups in thermodynamics and other upper-level gateway engineering courses. Preparation and training videos are available for those interested in implementing this intervention in their own courses: https://lth.engineering.asu.edu/reference-guide/peer-led-study-groups/.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 76
    Subjects:
      – SubjectFull: Engineering Education
        Type: general
      – SubjectFull: Thermodynamics
        Type: general
      – SubjectFull: Peer Teaching
        Type: general
      – SubjectFull: Communities of Practice
        Type: general
      – SubjectFull: Intervention
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Facilitators (Individuals)
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      – SubjectFull: Grades (Scholastic)
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      – SubjectFull: Graduation Rate
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Student Characteristics
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      – SubjectFull: College Transfer Students
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      – SubjectFull: Females
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      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Arizona
        Type: general
    Titles:
      – TitleFull: The Impact of Peer-Led Study Groups on Student Achievement in a Gateway Engineering Thermodynamics Course
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