Peer-Led Team Learning Helps Minority Students Succeed

Julia J. Snyder, Jeremy D. Sloane, Ryan D.P. Dunk, Jason R. Wiles

Research output: Contribution to journalArticlepeer-review

42 Scopus citations

Abstract

Active learning methods have been shown to be superior to traditional lecture in terms of student achievement, and our findings on the use of Peer-Led Team Learning (PLTL) concur. Students in our introductory biology course performed significantly better if they engaged in PLTL. There was also a drastic reduction in the failure rate for underrepresented minority (URM) students with PLTL, which further resulted in closing the achievement gap between URM and non-URM students. With such compelling findings, we strongly encourage the adoption of Peer-Led Team Learning in undergraduate Science, Technology, Engineering, and Mathematics (STEM) courses.

Original languageEnglish (US)
Article numbere1002398
JournalPLoS Biology
Volume14
Issue number3
DOIs
StatePublished - Mar 9 2016

ASJC Scopus subject areas

  • Neuroscience(all)
  • Biochemistry, Genetics and Molecular Biology(all)
  • Immunology and Microbiology(all)
  • Agricultural and Biological Sciences(all)

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