CHED 400 |
| We describe the implementation of workshops in support of introductory chemistry courses based on the Peer-led Team Learning (PLTL) approach at two institutions, Eastern Oregon University and Oregon State University, and present a five years quantitative assessment of the impact that student-led workshops have on grade distributions, success rates, retention and graduation rates. Although students who elected to take the workshop did not have a significantly higher SAT- math score, they performed significantly better than those who did not participate in the workshop and compared to institutional retention and graduation rates. The study demonstrates the effectiveness of the workshop model in improving student performance in chemistry. Additionally, it shows that the active learning strategies and study habits students inherit from participating in the program have long-term positive effects on their retention and graduation rates. |
|
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 |