Effect of Peer-Led Team Learning (PLTL) on student achievement, attitude, and self-concept in college general chemistry in randomized and quasi experimental designs

Journal of Research in Science Teaching

Volumn 52, Issue 3, 2015, Pages 319-346

  Chan, Julia Y K ^a   Bauer, Christopher F ^a  

^a UNIVERSITY OF NEW HAMPSHIRE   (United States)

Author keywords

Achievement; Attitude; Chemistry; College or postsecondary students; Cooperative learning; PLTL; Random assignment; Self concept

Indexed keywords

CHEMISTRY; DESIGN OF EXPERIMENTS; STATISTICS;

ACHIEVEMENT; ATTITUDE; COOPERATIVE LEARNING; PLTL; RANDOM ASSIGNMENT; SELF-CONCEPT;

STUDENTS;

EID: 84923638921     PISSN: 00224308     EISSN: 10982736     Source Type: Journal    
DOI: 10.1002/tea.21197     Document Type: Article

References (75)

1. Adams, W. K., Perkins, K. K., Podolefsky, N. S., Dubson, M., Finkelstein, N. D., & Wieman, C. E. (2006). New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey. Physical Review Special Topics-Physics Education Research, 2(010101), 1-14.
2. Andrews, M., & Andrews, L. (1979). First-year chemistry grades and SAT math scores. Journal of Chemical Education, 56(4), 231-232.
3. Astin, A. W. (1993). "What matters in college? Four critical years revisited.". San Francisco: Jossey-Bass.
4. Barbera, J., Adams, W. K., Wieman, C. E., & Perkins, K. K. (2008). Modifying and validating the Colorado Learning Attitudes about Science Survey for use in chemistry, 85(10), 1435-1439.
5. Bauer,C. F. (2005). Beyond "Student attitudes": Chemistry self-concept inventory for assessment of the affective component of student learning. Journal of Chemical Education, 82(12), 1864-1869.
6. Bauer, C. F. (2008). Attitude towards chemistry: A semantic differential instrument for assessing curriculum impacts. Journal of Chemical Education, 85(10), 1440-1445.
7. Bennett, J., Rollnick, M., Green, G., & White, M. (2001). The development and use of an instrument to assess students' attitude to the study of chemistry. International Journal of Science Education, 23(8), 833-845.
8. Black, A. E., & Deci, E. L. (2000). The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84(6), 740-756.
9. Blickenstaff, J. C. (2005). Women and science careers: Leaky pipeline or gender filter. Gender and Education, 17(4), 369-386.
10. Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really. Education Psychology Review, 15(1), 1-40.
11. Brandriet, A. R., Xu, X., Bretz, S. L., & Lewis, J. E. (2011). Diagnosing changes in attitude in first year college chemistry students with a shortened version of Bauer's semantic differential. Chemistry Education Research and Practice, 12, 271-278.
12. Chan, J. Y. K., & Bauer, C. F. (2014). Identifying at-risk students via clustering of affective characteristics. Journal of Chemical Education, 91, 1417-1425.
13. Chan, J. Y. K. (2014). Effect of students' affective characteristics on learning and achievement in firstyear general chemistry (Doctoral dissertation). Durham NH: University of New Hampshire.
14. Cheung, D. (2009). Students' attitudes toward chemistry lessons: The interaction effect between grade level and gender. Research in Science Education, 39, 75-91.
15. Christian, K., & Talanquer, V. (2012). Content-related interactions in self-initiated study groups. International Journal of Science Education, 34, 2231-2255.
16. Dalgety, J., Coll, R. K., & Jones, A. (2003). Development of chemistry attitudes and experiences questionnaire (CAEQ). Journal of Research in Science Teaching, 40, 649-668.
17. Deslauriers, L., & Wieman, C. (2011). Response-Education Research: Set a High Bar. Science, 333,1221.
18. Eberlein, T., Kampmeier, J., Minderhout, V., Moog, R. S., Platt, T., Varma-Nelson, P., & White, H. B. (2008). Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL. The International Union of Biochemistry and Molecular Biology, 36(4), 262-273.
19. Fortus, D. (2014). Attending to Affect. Journal of Research in Science Teaching, 51(7), 821-835.
20. Freedman, M. P. (1997). Relationship among laboratory instruction, attitude toward science, and achievement in science knowledge. Journal of Research in Science Teaching, 34(4), 343-357.
21. Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., &Wenderoth, M. P. (2013). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.
22. Gafney, L., & Varma-Nelson, P. (2008). Peer-led team learning: Evaluation, dissemination, and institutionalization of a college level initiative. Dordrecht, The Netherlands: Springer.
23. Gosser,D. K.,&Roth,V. J. (1998). The workshop chemistry project: Peer-led team learning. Journal of Chemical Education, 75, 185-187.
24. Gosser,D. K., Cracolice, M. S., Kampmeier, J. A., Roth,V., Strozak, V. S.,&Varma-Nelson, P. (2001). Peer-Led Team Learning A guidebook. Upper Saddle River, NJ: Prentice-Hall, Inc.
25. nd ed. Upper Saddle River, NJ: Prentice-Hall, Inc.
26. Greenfield, T. A. (1996). Gender, ethnicity, science achievement, and attitudes. Journal of Research in Science Teaching, 33(8), 901-933.
27. Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64-74.
28. Helmke, A., & van Aken, M. A. G. (1995). The causal ordering of academic achievement and self-concept of ability during elementary school: A longitudinal study. Journal of Educational Psychology, 87, 624-637.
29. Hockings, S. C., DeAngelis, K. J., & Frey, R. F. (2008). Peer led team learning in general chemistry: Implementation and evaluation. Journal of Chemical Education, 85(7), 990-996.
30. Hofstein, A., Ben-Zvi, R., Samuel, D., & Tamir, P. (1977). Attitudes of Israeli high-school students toward chemistry and physics:A comparative study. Science Education, 61(2), 259-268.
31. House, D. J. (1995). Noncognitive predictors of achievement in introductory college chemistry. Research in Higher Education, 36(4), 473-490.
32. Jayaratne, T. E., Thomas, N. G., & Trautmann, M. (2003). Intervention program to keep girls in the science pipeline: Outcome Differences by Ethnic Status., 40(4), 393-414.
33. Jensen, J. L., & Lawson, A. (2011). Effects of a Collaborative Group Composition and Inquiry Instruction on Reasoning Gains and Achievement in Undergraduate Biology. CBE-Life Sciences Education, 10, 64-73.
34. Johnson, D. W., Johnson, R. W., & Smith, K. A. (1998). Active learning: Cooperation in the college classroom. Edina,MN:Interaction Book Company.
35. Kamp, R. J. A., Dolmans, D. H. J. M., van Berkel, H. J. M., & Schmidt, H. G. (2012). The relationship between students' small group activities, time spent on self-study, and achievement. Higher Education, 64, 385-397.
36. Kampmeier, J. A., & Varma-Nelson, P. (2009). Peer-led team learning: Organic chemistry. In: N. J. Pienta M. M. Cooper T. J. Greenbowe, (Eds.) Chemists' guide to effective teaching Vol. 2. Upper Saddle River, NJ: Pearson Prentice Hall.
37. Kulatunga, U., Moog, R. S.,& Lewis, J. E. (2014). Use of Toulmin's argumentation scheme for student discourse to gain insight about guided inquiry activities in college chemistry. Journal of College Science Teaching, 43(5), 78-86.
38. Lawrenz, F., Wood, N. B., Kirchhoff, A., Kim, N. K., & Eisenkraft, A. (2009). Variables affecting physics achievement. Journal of Research in Science Teaching, 46(9), 961-976.
39. Lewis, S. E., & Lewis, J. E. (2005). Departing from lectures: An evaluation of peer-led guided inquiry alternative. Journal of Chemical Education, 82, 135-139.
40. Lewis, S. E., & Lewis, J. E. (2007). Predicting at-risk students in general chemistry: Comparing formal thought to a general achievement measure. Chemistry Education Research and Practice, 8(1), 32-51.
41. Lewis, S. E.,&Lewis, J. E. (2008). Seeking effectiveness and equity in a large college chemistry course: An HLM investigation of peer-led guided inquiry. Journal of Research in Science Teaching, 45, 794-811.
42. Lewis, S. E., Shaw, J. L.,Webster,G. H.,&Heitz, J. O. (2009). Attitude counts: Self-concept and success in general chemistry. Journal of Chemistry Education, 86(6), 744-749.
43. Lewis, S. E. (2011). Retention and Reform: An evaluation of peer-led team learning. Journal of Chemical Education, 88, 703-707.
44. nd ed. Belmont, CA: Lake Publishing Co.
45. Marsh, H. W., & Yeung, A. S. (1997). Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data. Journal of Educational Psychology, 89, 41-54.
46. McKeachie,W. J., Pintrich, P. R., Lin,Y. G.,&Smith, D. A. (1987).Teaching and learning in the college classroom: A review of the literature. Ann Arbor National Center for Research to Improve Postsecondary Teaching and Learning. The University of Michigan.
47. Menis, J. (1983). Attitudes towards chemistry as compared with those towards mathematics, among tenth grade pupils 9 aged 15 in high level secondary schools in Israel. Research in Science and Technological Education, 1, 185-191.
48. Mitchell, Y. D., Ippolito, J., & Lewis, S. E. (2012). Evaluating peer-led team learning across the two semester general chemistry sequence. Chemistry Education Research and Practice, 13, 378-383.
49. Nieswandt, M. (2007). Student affect and conceptual understanding in learning chemistry. Journal of Research in Science Teaching, 44, 908-937.
50. Osborne, J., Simon, S.,&Collins, S. (2003). Attitudes towards science:A reviewof the literature and its implications. International Journal of Science Education, 25(9), 1049-1079.
51. rd ed). Mahwah, NH: Lawrence Erlbaum Associates.
52. Ozsogomonyan, A., & Loftus, D. (1979). Predictors of general chemistry grade. Journal of Chemical Education, 56(3), 173-175.
53. Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
54. Plant, E. A., Ericsson, K. A., Hill, L.,&Asberg, K. (2005). Why study time does not predict grade point average across college students: Implications of deliberate practice for academic performance. Contemporary Educational Psychology, 30, 96-116.
55. Pyburn, D. T., Pazicni, S., Benassi, V. A., & Tappin, E. M. (2014). The Testing Effect: An Intervention on Behalf of Low-Skilled Comprehenders in General Chemistry. Journal of Chemical Education, Article ASAP, DOI: 10.1021/ed4009045
56. Roth, V., Goldstein, E., & Marcus, G. (2001). Peer-led team learning: A handbook for team leaders. Upper Saddle River, NJ: Prentice-Hall, Inc.
57. th grade students in high schools in Greece. Science Education, 88, 535-547.
58. Sandi-Urena, S., Cooper, M. M., & Stevens, R. H. (2011). Enhancement of metacognition use and awareness by means of a collaborative intervention. International Journal of Science Education, 33, 323-340.
59. Shields, S. P., Hogrebe, M. C., Spees,W. M., Handlin, L. B., Noelken, G. P., Riley, J. M., & Frey, R. F. (2012). A transition program for underprepared students in general chemistry: Diagnosis, implementation, and evaluation. Journal of Chemical Education, 89, 995-1000.
60. Smith, K. A., Sheppard, S. D., Johnson, D. W., & Johnson, R. T. (2005). Pedagogies of engagement: Classroom-based practices. Journal of Engineering Education, 94(1), 87-100.
61. Smith, J.,Wilson, S., Banks, J., Zhu, L.,&Varma-Nelson, P. (2014). Replicating peer-led team learning in cyberspace: Research, opportunities, and challenges. Journal of Research in Science Teaching, 51(6), 714-740.
62. Spencer,H. E. (1996). Mathematical SAT test scores and college chemistry grades. Journal of Chemical Education, 73(12), 1150-1153.
63. Stevens, R. J., & Slavin, R. E. (1995). The cooperative elementary school: Effects on students' achievement, attitudes, and social relations. American Educational Research Journal, 32(2), 321-351.
64. Tien, L. T., Roth, V., & Kampmeier, J. A. (2002). Implementation of a peer-led team learning instructional approach in an undergraduate organic chemistry course. Journal of Research in Science Teaching, 39, 606-632.
65. Turner,R. C.,&Lindsay,H.A. (2003). Gender differences in cognitive and noncognitive factors related to achievement in organic chemistry. Journal of Chemical Education, 80(5), 563-568.
66. Varma-Nelson, P., & Coppola, B. P. (2005). "Team learning.". In: N. J. Pienta M. M. Cooper T. J. Greenbowe, (Eds.) Chemists' guide to effective teaching: Volume I (pp. 155-169). New Jersey: Prentice-Hall: Upper Saddle River.
67. Villafane, S. M., Garcia, C. A., & Lewis, J. E. (2014). Exploring diverse students' trends in chemistry self-efficacy throughout a semester of college-level preparatory chemistry. Chemistry Education Research and Practice, 15, 114-127.
68. Wagner, E. P., Sasser, H.,&DiBiase,W. J. (2002). Predicting students at risk in general chemistry using pre-semester assessments and demographic information. Journal of Chemical Education, 79(6), 749-755.
69. Wamser, C. C. (2006). Peer-led team learning in organic chemistry: Effects of student performance, success, and persistence in the course. Journal of Chemical Education, 83(10), 1562-1566.
70. Warner, R. (2008). Applied statistics from bivariate through multivariate technique (pp. 95-96). Thousand Oaks, CA: Sage Publications, Inc.
71. Weinburgh, M. (1995). Gender differences in student attitudes toward science: A meta-analysis of the literature from 1970 to 1991. Journal of Research in Science Teaching, 32, 387-398.
72. Willson, V. L., Ackerman, C., & Malave, C. (2000). Cross-time attitudes, concept formation, and achievement in college freshman physics. Journal of Research in ScienceTeaching, 37(10), 1112-1120.
73. Wood, W. B. (2009). Innovations in teaching undergraduate biology and why we need them. Annual Review of Cell and Developmental Biology, 25, 93-112.
74. Xu, X.,&Lewis, J. E. (2011). Re®nement of a chemistry attitude measure for college students. Journal of Chemical Education, 88, 561-568.
75. Zusho, A., Pintrich, P. R.,& Coppola, B. (2003). Skill and will: The role of motivation and cognition in the learning of college chemistry. International Journal of Science Education, 25, 1081-1094.