Implementation of the peer-led team-learning instructional model as a stopgap measure improves student achievement for students opting out of laboratory.

ABSTRACT: In entry-level university courses in science, technology, engineering, and mathematics fields, students participating in associated laboratory sessions generally do better than those who have no related lab classes. This is a problem when, for various reasons, not enough lab sections can be offered for students and/or when students opt out of optional available lab courses. Faced with such a situation, this study evaluated the efficacy of the peer-led team-learning (PLTL) instructional model as a potential method for narrowing the achievement gap among undergraduate students electing not to enroll in an optional laboratory component of an introductory biology course. In peer-led workshops, small groups of students participated in solving problems and other activities that encouraged active

SUBMITTER: Snyder JJ 

PROVIDER: S-EPMC4353077 | biostudies-literature | 2015 Mar

REPOSITORIES: biostudies-literature