BCSER: Improving Peer-led Team Learning and Peer-Leader Training to Increase Undergraduate Student Achievement in Mathematics

BCSER：改善同伴主导的团队学习和同伴领导者培训，以提高本科生的数学成绩

• 批准号: 2025228
• 负责人: Nadia Mills
• 金额: $ 30.98万
• 依托单位: University of The Virgin Islands
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-09-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2025228&HistoricalAwards=false
• 关键词: BCSER; Improving; Peer; led; Team

This project aims to serve the national interest by increasing undergraduate student success in STEM courses. It will do so by improving implementation of Peer-Led Team Learning (PLTL) and implementing research to examine the effectiveness of these improvements. This project focuses on the effects of PLTL in early mathematics courses. When PLTL was implemented in a remedial mathematics course at the University of the Virgin Islands, students were able to complete the course successfully. However, less than half were successful in the subsequent course. This project will enhance the PLTL curriculum in this class to improve students’ mathematical problem-solving skills. It will also create new peer leader training modules, aimed at improving students’ non-cognitive factors, such as sense of belonging, that may contribute to student persistence and retention. Additionally, through conducting research regarding the impact of the curriculum and peer-leader training, the investigator will increase her capacity for STEM education research by building her quantitative and technical writing skills. During Year 1, this project aims to create an enhanced PLTL curriculum for the remedial mathematics course and develop an improved peer-leader training program during Year 1. In Year 2, the PI will implement the curriculum, collect data about its impact, and analyze data to determine the effectiveness of the revised PLTL curriculum and peer-leader training. The following research questions will be addressed: 1) What is the impact of an enhanced PLTL program on students’ pass rate, mathematics self-efficacy, mathematics anxiety, perceptions of intelligence, sense of belonging and beliefs about mathematics? 2) What is the impact of the new training program on peer leader’s mathematics self-efficacy, mathematics anxiety, perceptions of intelligence, and sense of belonging? 3) What is the impact of the peer leader training and enhanced curriculum on peer leader effectiveness and student engagement? To answer these questions, a combination of qualitative and quantitative methodologies will be used. For questions 1 and 2, a quasi-experimental design will be implemented, and descriptive and inferential analysis methods will be used to determine significance. For question 3, qualitative research methods will be utilized to analyze audio and video recorded PLTL workshops. The PI is working with a team of three mentors who have expertise in STEM education research, qualitative and quantitative research methods, PLTL, and research evaluation. The STEM education research capacity of the PI will be enhanced through frequent virtual meetings with mentors, independent study in quantitative research in education, workshops, training in statistical software, publication preparation, networking, and opportunities to collaborate with other STEM education researchers. The PI will share the results from the project via national and local conferences, and in peer-reviewed journals. The project is supported through the EHR Core Research: Building capacity in STEM Education Research (EHR: BCSER) competition that is designed to build individuals' capacity to carry out high quality fundamental STEM education research in STEM learning and learning environments, broadening participation in STEM fields, and STEM workforce development.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目旨在通过增加本科生在STEM课程中的成功来服务于国家利益。 它将通过改进同行领导的团队学习（PLTL）的实施和实施研究来检查这些改进的有效性。本研究的重点是PLTL在早期数学课程中的作用。 当维尔京群岛大学在数学补习课程中实施PLTL时，学生们能够成功地完成课程。 然而，不到一半的人在随后的课程中取得了成功。 本计划将加强本班的PLTL课程，以提高学生解决数学问题的能力。 它还将创建新的同龄人领袖培训模块，旨在改善学生的非认知因素，如归属感，这可能有助于学生的坚持和保留。此外，通过对课程和同行领导培训的影响进行研究，调查员将通过建立她的定量和技术写作技能来提高她的STEM教育研究能力。在第一年，该项目的目的是创建一个增强的PLTL课程的补救数学课程，并制定一个改进的同行领导者培训计划在第一年。 在第二年，PI将实施课程，收集有关其影响的数据，并分析数据，以确定修订后的PLTL课程和同行领导培训的有效性。 本研究将探讨以下问题：1）强化学习型学习模式对学生的数学及格率、数学自我效能、数学焦虑、智力知觉、归属感及数学信念有何影响？2)新的训练计划对同侪领导者的数学自我效能、数学焦虑、智力知觉与归属感有何影响？3)同侪领导人培训和强化课程对同侪领导人的有效性和学生参与度有什么影响？ 为了回答这些问题，将采用定性和定量相结合的方法。 对于问题1和2，将实施准实验设计，并使用描述性和推理性分析方法确定显著性。对于问题3，定性研究方法将被用来分析音频和视频记录PLTL研讨会。PI正在与一个由三名导师组成的团队合作，他们拥有STEM教育研究，定性和定量研究方法，PLTL和研究评估的专业知识。PI的STEM教育研究能力将通过与导师的频繁虚拟会议，教育定量研究的独立研究，研讨会，统计软件培训，出版物准备，网络以及与其他STEM教育研究人员合作的机会来提高。PI将通过国家和地方会议以及同行评审期刊分享项目结果。EHR核心研究：STEM教育研究能力建设（EHR：BCSER）竞赛，旨在培养个人在STEM学习和学习环境中开展高质量基础STEM教育研究的能力，扩大STEM领域的参与，该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的知识产权进行评估来支持。优点和更广泛的影响审查标准。