Effect of Peer-Led Team Learning (PLTL) on Student Achievement, Attitude, and Self-Concept in College General Chemistry in Randomized and Quasi Experimental Designs

Autor/inn/en	Chan, Julia Y. K.; Bauer, Christopher F.
Titel	Effect of Peer-Led Team Learning (PLTL) on Student Achievement, Attitude, and Self-Concept in College General Chemistry in Randomized and Quasi Experimental Designs
Quelle	In: Journal of Research in Science Teaching, 52 (2015) 3, S.319-346 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21197
Schlagwörter	Cooperative Learning; Student Characteristics; Comparative Analysis; Peer Teaching; Teamwork; Experimental Groups; Control Groups; Time on Task; Study Habits; Scores; Student Evaluation; Science Instruction; Science Tests; Chemistry; Self Concept; Student Attitudes; Attitude Change; Gender Differences; College Freshmen; Quasiexperimental Design; Program Effectiveness + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Peer group teaching; Peer Group Teaching; Zeitaufwand; Study behavior; Study behaviour; Studienverhalten; Schulnote; Studentische Bewertung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Selbstkonzept; Schülerverhalten; Attitudinal change; Einstellungsänderung; Geschlechterkonflikt; Studienanfänger
Abstract	This study investigated exam achievement and affective characteristics of students in general chemistry in a fully-randomized experimental design, contrasting Peer-Led Team Learning (PLTL) participation with a control group balanced for time-on-task and study activity. This study population included two independent first-semester courses with enrollments of about 600. Achievement was measured by scores on exams written by an instructor blind to student participation. Established instruments were used to assess changes in attitude to chemistry and self-concept as a chemistry learner. No differences were found in achievement, attitude, or self-concept for students who participated in PLTL vs. those who participated in documented alternative study activities. Overall, certain aspects of attitude and self-concept showed a slight but significant decline from beginning to end of semester, consistent with previous studies. Males have higher positive attitude and self-concept than females, and first-year students have higher positive attitude, self-concept, and achievement than non first-year students. In a quasi-experimental comparison of 10 other course sections over seven years, students who self-selected into PLTL showed stronger exam achievement than those who did not choose to participate. These findings suggest that past reports of improved student performance with PLTL may in part be a consequence of attracting students who are already motivated to take advantage of its value. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01