Snyder, J. J., Sloane, J. D., Dunk, R. D. P., & Wiles, J. R. (2016). Peer-Led Team Learning helps minority students succeed. PLOS Biology, 14(3). doi: doi:10.1371/journal.pbio.1002398. Retrieved from http://journals.plos.org/plosbiology/article?id=10.1371/journal.pbio.1002398
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.
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