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

• Published in: Journal of chemical education 2018-12, Vol.95 (12), p.2103-2113
• Main Authors: Frey, Regina F, Fink, Angela, Cahill, Michael J, McDaniel, Mark A, Solomon, Erin D
• Format: Article
• Language: English
• Subjects: 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
• ISSN: 0021-9584; 1938-1328
• DOI: 10.1021/acs.jchemed.8b00375

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 population. The current study aims to deepen our understanding of the overall PLTL effect by extensively evaluating an optional PLTL program associated with General Chemistry I at a private, research university. Using five years of exam data, this study disaggregates the PLTL effect by demographics (sex and race), academic preparation (math skills, chemistry content knowledge, and experience with college-preparatory coursework), and participation in another curricular innovation (a growth-mindset intervention). Results revealed that the positive effect of PLTL was comparable across demographic identity groups. Thus, the PLTL program benefitted all participants but did not reduce the pre-existing performance disparity between underrepresented minority and white students (no sex-based disparity was observed). In terms of academic preparation, the PLTL effect interacted with students’ level of experience with college-preparatory coursework but not with their math or chemistry knowledge. This pattern suggests that PLTL may help develop students’ self-management or reasoning skills, without necessarily narrowing knowledge gaps. Finally, PLTL interacted with participation in a growth-mindset intervention: the difference between PLTL participants and nonparticipants was smaller among students who received the mindset intervention. Implications for chemical education researchers and practitioners are discussed, with an eye toward fostering equity in introductory STEM courses.