Retention and Reform: An Evaluation of Peer-Led Team Learning
Retention and Reform: An Evaluation of Peer-Led Team Learning
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DOI：
10.1021/ed100689m
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发表时间：
2011-06-01
影响因子：
3
通讯作者：
Lewis, Scott E.
中科院分区：
文献类型：
--
作者：
Lewis, Scott E.
本研究描述了一个在第一学期普通化学中实施的同伴领导小组学习（PLTL）改革模式的评价。PLTL取代了三分之一的可用授课时间，在改革下保持了相同的结构化上课时间。评估表明，在该环境下实施PLTL改革的班级，与在相同环境下只授课的传统班级相比，通过率在统计上显著提高了15%。此外，PLTL班在美国化学学会综合期末考试中保持了与传统班相当的分数。结合起来，这些研究结果表明，通过率的提高发生，同时保持相同水平的严格性在PLTL类。对学生群体的检查表明，在PLTL改革中，代表性不足的少数群体的学生的及格率提高最大。
This study describes an evaluation of the Peer-Led Team Learning (PLTL) reform model in first-semester general chemistry. PLTL was implemented in place of one-third of the available lecture time, maintaining the same amount of structured class time under the reform. The evaluation demonstrates that classes implementing the PLTL reform at the setting featured a statistically significant improvement of 15% in the pass rate for the classes, compared to conventional, lecture-only classes at the same setting. Additionally, the PLTL classes maintained a comparable score on a comprehensive American Chemical Society final exam to that of the conventional classes. Combined, these findings suggest that the improvement in pass rates occurs while maintaining the same level of rigor in the PLTL classes. Examining student groups shows that students in underrepresented minority groups demonstrated the largest improvement in pass rates with the PLTL reform.