Peer led team learning in introductory biology: effects on peer leader critical thinking skills.

ABSTRACT: This study evaluated hypothesized effects of the Peer-Led Team Learning (PLTL) instructional model on undergraduate peer leaders' critical thinking skills. This investigation also explored peer leaders' perceptions of their critical thinking skills. A quasi-experimental pre-test/post-test with control group design was used to determine critical thinking gains in PLTL/non-PLTL groups. Critical thinking was assessed using the California Critical Thinking Skills Test (CCTST) among participants who had previously completed and been successful in a mixed-majors introductory biology course at a large, private research university in the American Northeast. Qualitative data from open-ended questionnaires confirmed that factors thought to improve critical thinking skills such as interaction with pe

SUBMITTER: Snyder JJ 

PROVIDER: S-EPMC4309528 | biostudies-literature | 2015

REPOSITORIES: biostudies-literature