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ERIC Number: EJ940753
Record Type: Journal
Publication Date: 2011-Jun
Pages: 5
Abstractor: As Provided
Reference Count: 18
ISSN: ISSN-0021-9584
Retention and Reform: An Evaluation of Peer-Led Team Learning
Lewis, Scott E.
Journal of Chemical Education, v88 n6 p703-707 Jun 2011
This study describes an evaluation of the Peer-Led Team Learning (PLTL) reform model in first-semester general chemistry. PLTL was implemented in place of one-third of the available lecture time, maintaining the same amount of structured class time under the reform. The evaluation demonstrates that classes implementing the PLTL reform at the setting featured a statistically significant improvement of 15% in the pass rate for the classes, compared to conventional, lecture-only classes at the same setting. Additionally, the PLTL classes maintained a comparable score on a comprehensive American Chemical Society final exam to that of the conventional classes. Combined, these findings suggest that the improvement in pass rates occurs while maintaining the same level of rigor in the PLTL classes. Examining student groups shows that students in underrepresented minority groups demonstrated the largest improvement in pass rates with the PLTL reform. (Contains 3 tables.)
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A