Peer-Led Team Learning: A Prospective Method for Increasing Critical Thinking in Undergraduate Science Courses

Results of this study show that PLTL has a small but positive impact on critical thinking gains in some science courses, and that it improves grade performance and retention in science and math courses, particularly for females. While math students did not show significant critical thinking gains, it is premature to conclude that PLTL does not promote critical thinking in math. Many factors affect the development of critical thinking skills, and more study is necessary to discover their influence. These results indicate PLTL has potential to improve undergraduate critical thinking. Continued development of PLTL and related methods may serve to further enhance critical thinking gains for undergraduate learners.