CHED 402 |
| Peer-Led Team Learning (PLTL) could be one of the answers to the perennial question "What can I do to engage students in large lecture classes?" We have offered a PLTL-based course as an optional supplement to our regular general chemistry class for four years. We assess the effectiveness of the course by examining three factors: student satisfaction; self-reported perceptions of topic mastery; statistical effect on course grades after normalization of other factors. Students in the “on-track” general chemistry sections have passed a strict placement standard. We have previously reported favorable measures in all three factors for such students. Recently we have extended this analysis to those in the “trailer” sections. These individuals were required to complete a preparatory chemistry class before general chemistry. This leads to two differences in this cohort: poorer preparation in high school, but the successful completion of a college chemistry course. Not surprisingly, the impact of the supplementary course does differ between these groups, but PLTL is worthwhile in both instances. |
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A Decade of Peer Led Team Learning
8:30 AM-12:05 PM, Tuesday, 12 September 2006 San Francisco Marriott -- Salon 11, Oral
Division of Chemical Education |