Robust evidence shows that Peer-Led Team Learning (PLTL) improves the academic success of first-year college students in STEM courses. How does this positive PLTL effect vary across different sub-groups of the population? This 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 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). Examining 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 non-participants was smaller among students who received the mindset intervention. In this talk, we will discuss these results and implications for practitioners and chemical-education researchers to foster equity in introductory STEM courses.

Peer-Led team learning in General Chemistry I: Interactions with identity, academic preparation, and a course-based intervention

Macromolecular Chemistry: The Second Century

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ACS Spring 2020 National Meeting & Expo

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.