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 journalArticle

30 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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