Assessment of Peer-Led Team Learning in Calculus I: A Five-Year Study

Autor/inn/en	Merkel, John Conrad; Brania, Abdelkrim
Titel	Assessment of Peer-Led Team Learning in Calculus I: A Five-Year Study
Quelle	In: Innovative Higher Education, 40 (2015) 5, S.415-428 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-5627
DOI	10.1007/s10755-015-9322-y
Schlagwörter	Calculus; Peer Teaching; Teamwork; Cooperative Learning; Curriculum Implementation; Control Groups; Experimental Groups; Success; Academic Persistence; Achievement Gains; Mathematics Instruction; Performance Factors; Learning Strategies; Teaching Methods; Longitudinal Studies; Program Effectiveness; Program Evaluation; College Students; Georgia + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Peer group teaching; Peer Group Teaching; Kooperatives Lernen; Erfolg; Achievement gain; Leistungssteigerung; Mathematics lessons; Mathematikunterricht; Leistungsindikator; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Programme evaluation; Programmevaluation; Collegestudent
Abstract	This five-year study of the peer-led team learning (PLTL) paradigm examined its implementation in a Calculus I course at an all-male HBCU institution. For this study we set up a strong control group and measured the effect of PLTL in the teaching and learning of Calculus I through two points of measure: retention and success rates and learning gains. Our analysis reveals those aspects that can make the implementation of PLTL in calculus and perhaps in mathematics in general challenging and also shows hopeful aspects that promote better learning of the subject. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01