Peer-Led Team Learning in General Chemistry I: Interactions with Identity, Academic Preparation, and a Course-Based Intervention
| Autor: | Erin D. Solomon, Mark A. McDaniel, Angela Fink, Regina F. Frey, Michael J. Cahill |
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| Rok vydání: | 2018 |
| Předmět: |
Cooperative learning
Teamwork education.field_of_study media_common.quotation_subject 05 social sciences Population Ethnic group 050301 education General Chemistry Academic achievement 050105 experimental psychology Education Team learning Constructivism (philosophy of education) Coursework Mathematics education 0501 psychology and cognitive sciences education 0503 education media_common Mathematics |
| Zdroj: | Journal of Chemical Education. 95:2103-2113 |
| ISSN: | 1938-1328 0021-9584 |
| Popis: | Robust evidence shows that Peer-Led Team Learning (PLTL) improves the academic success of first-year college students in introductory Science, Technology, Engineering, and Mathematics (STEM) courses. Less clear is the extent to which this positive PLTL effect varies across different subgroups of the population. The current study aims to deepen our understanding of the overall PLTL effect by extensively evaluating an optional PLTL program associated with General Chemistry I at a private, research university. Using five years of exam data, this study disaggregates the PLTL effect by demographics (sex and race), academic preparation (math skills, chemistry content knowledge, and experience with college-preparatory coursework), and participation in another curricular innovation (a growth-mindset intervention). Results revealed that the positive effect of PLTL was comparable across demographic identity groups. Thus, the PLTL program benefitted all participants but did not reduce the pre-existing performance di... |
| Databáze: | OpenAIRE |
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