Peer-Led Team Learning (PLTL) May Provide Early Detection for Student Success or Challenges in Introductory Biology
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| Title: | Peer-Led Team Learning (PLTL) May Provide Early Detection for Student Success or Challenges in Introductory Biology |
|---|---|
| Language: | English |
| Authors: | Christina I. Winterton (ORCID |
| Source: | Bioscene: Journal of College Biology Teaching. 2025 51:46-52. |
| Availability: | Association of College and Biology Educators. Web site: http://acube.org |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1352740 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Peer Teaching, Active Learning, Student Leadership, Undergraduate Students, Biology, Science Instruction, Grades (Scholastic), Student Attitudes, Student Evaluation, Self Evaluation (Individuals), Peer Evaluation |
| ISSN: | 1539-2422 |
| Abstract: | Peer-Led Team Learning (PLTL), an active learning strategy involving students working closely with a peer leader, often as a supplement to high-enrollment introductory undergraduate courses, has been well documented as a beneficial strategy for improving student outcomes. However, little is known about how students and their peer leaders view and assess student learning. For this study, we sought to explore this by comparing final course grades in a mixed-majors Introductory Biology course alongside the Self-Assessment of Learning Gains (SALG) survey instrument. These surveys were completed by the students themselves, in addition to their peer leader completing the survey to assess the learning gains of the students they had been leading. We found that peer leaders are able to accurately assess students' learning gains, which is predictive of their final grade in the Introductory Biology course. Students were comparatively less capable of perceiving their own learning gains, and there was no correlation with the student's self-assessment of learning gains and their final course grade. These findings suggest that peer leaders hold great potential concerning student retention, and that -- with proper training -- peer leaders may be able to detect when a student is excelling or when they need to be connected to more resources to achieve academic success. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492799 |
| Database: | ERIC |
| Abstract: | Peer-Led Team Learning (PLTL), an active learning strategy involving students working closely with a peer leader, often as a supplement to high-enrollment introductory undergraduate courses, has been well documented as a beneficial strategy for improving student outcomes. However, little is known about how students and their peer leaders view and assess student learning. For this study, we sought to explore this by comparing final course grades in a mixed-majors Introductory Biology course alongside the Self-Assessment of Learning Gains (SALG) survey instrument. These surveys were completed by the students themselves, in addition to their peer leader completing the survey to assess the learning gains of the students they had been leading. We found that peer leaders are able to accurately assess students' learning gains, which is predictive of their final grade in the Introductory Biology course. Students were comparatively less capable of perceiving their own learning gains, and there was no correlation with the student's self-assessment of learning gains and their final course grade. These findings suggest that peer leaders hold great potential concerning student retention, and that -- with proper training -- peer leaders may be able to detect when a student is excelling or when they need to be connected to more resources to achieve academic success. |
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| ISSN: | 1539-2422 |
