Peer-Led Team Learning Helps Minority Students Succeed.

ABSTRACT: Active learning methods have been shown to be superior to traditional lecture in terms of student achievement, and our findings on the use of Peer-Led Team Learning (PLTL) concur. Students in our introductory biology course performed significantly better if they engaged in PLTL. There was also a drastic reduction in the failure rate for underrepresented minority (URM) students with PLTL, which further resulted in closing the achievement gap between URM and non-URM students. With such compelling findings, we strongly encourage the adoption of Peer-Led Team Learning in undergraduate Science, Technology, Engineering, and Mathematics (STEM) courses.

SUBMITTER: Snyder JJ 

PROVIDER: S-EPMC4784972 | biostudies-literature |

REPOSITORIES: biostudies-literature