Peer-Led Team Learning in General Chemistry I: Interactions with Identity, Academic Preparation, and a Course-Based Intervention

Robust evidence shows that Peer-Led Team Learning (PLTL) improves the academic success of first-year college students in introductory Science, Technology, Engineering, and Mathematics (STEM) courses. Less clear is the extent to which this positive PLTL effect varies across different subgroups of the...

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Veröffentlicht in:	Journal of chemical education 2018-12, Vol.95 (12), p.2103-2113
Hauptverfasser:	Frey, Regina F, Fink, Angela, Cahill, Michael J, McDaniel, Mark A, Solomon, Erin D
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic Achievement Chemical Education Research Chemistry College Freshmen College Preparation College Readiness College Science College students Colleges & universities Cooperative Learning Demographics Demography Educational Innovation Ethnicity Gender Differences Group theory Innovations Intervention Learning Mathematics Mathematics Activities Mathematics Skills Organic chemistry Peer Teaching Program Effectiveness Racial Differences Reasoning Research facilities Robustness (mathematics) Science education Science Instruction Self Management Sex Skills STEM Education Student Characteristics Students Subgroups Teamwork Thinking Skills White Students
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