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

Autor/inn/en	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
Titel	Peer-Led Team Learning as Educational Tool for First-Year Biology Students
Quelle	In: Journal of College Science Teaching, 50 (2021) 5, S.24-31 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	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; Puerto Rico + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Einführungskurs; Biologie; Peer group teaching; Peer Group Teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Notenspiegel; Schülerverhalten; Examination; Prüfung; Examen; Studentenwerk; Student behaviour; Kooperatives Lernen
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. (As Provided).
Anmerkungen	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/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01