Peer-Led Team Learning Helps Minority Students Succeed

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.Recent, extensive meta-analysis of over a decade of education research has revealed an overwhelming consensus that active learning methods are superior to traditional, passive lecture, in terms of student achievement in post-secondary Science, Technology, Engineering, and Mathematics (STEM) courses 1]. In light of such clear evidence that traditional lecture is among the least effective modes of instruction, many institutions have been abandoning lecture in favor of “flipped” classrooms and active learning strategies. Regrettably, however, STEM courses at most universities continue to feature traditional lecture as the primary mode of instruction.Although next-generation active learning classrooms are becoming more common, large instructor-focused lecture halls with fixed seating are still the norm on most campuses—including ours, for the time being. While there are certainly ways to make learning more active in an amphitheater, peer-interactive instruction is limited in such settings. Of course, laboratories accompanying lectures often provide more active learning opportunities. But in the wake of commendable efforts to increase rigorous laboratory experiences at the sophomore and junior levels at Syracuse University, a difficult decision was made for the two-semester, mixed-majors introductory biology sequence: the lecture sections of the second semester course were decoupled from the laboratory component, which was made optional. There were good reasons for this change, from both departmental and institutional perspectives. However, although STEM students not enrolling in the lab course would arguably be exposed to techniques and develop foundational process skills in the new upper division labs, we were concerned about the implications for achievement among those students who would opt out of the introductory labs. Our concerns were apparently warranted, as students who did not take the optional lab course, regardless of prior achievement, earned scores averaging a letter grade lower than those students who enrolled in the lab. However, students who opted out of the lab but engaged in Peer-Led Team Learning (PLTL) performed at levels equivalent to students who also took the lab course 2].Peer-Led Team Learning is a well-defined active learning model involving small group interactions between students, and it can be used along with or in place of the traditional lecture format that has become so deeply entrenched in university systems (Fig 1, adapted from 3]). PLTL was originally designed and implemented in undergraduate chemistry courses 4,5], and it has since been implemented in other undergraduate science courses, such as general biology and anatomy and physiology 6,7]. Studies on the efficacy of PLTL have shown improvements in students’ grade performance, attitudes, retention in the course 6–11], conceptual reasoning 12], and critical thinking 13], though findings related to the critical thinking benefits for peer leaders have not been consistent 14].Open in a separate windowFig 1The PLTL model.In the PLTL workshop model, students work in small groups of six to eight students, led by an undergraduate peer leader who has successfully completed the same course in which their peer-team students are currently enrolled. After being trained in group leadership methods, relevant learning theory, and the conceptual content of the course, peer leaders (who serve as role models) work collaboratively with an education specialist and the course instructor to facilitate small group problem-solving. Leaders are not teachers. They are not tutors. They are not considered to be experts in the content, and they are not expected to provide answers to the students in the workshop groups. Rather, they help mentor students to actively construct their own understanding of concepts.