This presentation will report our current results investigating student interest in peer-led team learning (PLTL) activities in the context of general chemistry and how this interest relates to the interest of others in the same group. PLTL is a pedagogical strategy that hinges on student-student interactions during group problem-solving. Our conceptualization of a student’s interest and motivation is grounded in self-determination theory. We have adapted an instrument and analyzed results from administering it to 1500 first semester general chemistry students at a public research university in the southeastern United States. The presentation will discuss the evidence for validity in interpreting the instrument and any adjustments that were made. We will highlight results from the investigation to reveal patterns that predict desirable outcomes.

Group problem-solving to promote engagement: relationships between student interest in peer-led activities and group composition

ACS Spring 2022

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