Research has shown that Peer-led Team Learning (PLTL), a nationally disseminated instructional technique, has positive effects on student achievement within the target course. Far fewer studies have investigated the long-term influence of PLTL and no identified studies explicitly examined the impact of PLTL on long-term concept retention. Investigating long-term retention allows an evaluation of PLTL that considers the extent that students’ meaningfully incorporated content knowledge within their conceptual schemas. This study examined students’ use of general chemistry concepts within an undergraduate analytical chemistry course. In particular, this study demarcated students based on their experiences in second semester general chemistry as those who: experienced traditional instruction, experienced PLTL instruction and those who experiences the role of peer leaders in support of PLTL. Assessments in analytical chemistry purposefully incorporated relevant general chemistry concepts throughout the semester. Differential performance among the three groups on the relevant assessment items was explored indicating the potential utility for pedagogical techniques to promote long-term retention.

Impact of Peer-led Team Learning on students’ long-term retention of general chemistry concepts

2019 Spring National Meeting

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