Abstract
This five-year study of the peer-led team learning (PLTL) paradigm examined its implementation in a Calculus I course at an all-male HBCU institution. For this study we set up a strong control group and measured the effect of PLTL in the teaching and learning of Calculus I through two points of measure: retention and success rates and learning gains. Our analysis reveals those aspects that can make the implementation of PLTL in calculus and perhaps in mathematics in general challenging and also shows hopeful aspects that promote better learning of the subject.
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Acknowledgment
This implementation of peer-led team learning was supported in part by the NIH through the Minority Biomedical Research Support Research Initiative for Scientific Enhancement Program and by the National Nuclear Security Administration.
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Merkel, J.C., Brania, A. Assessment of Peer-Led Team Learning in Calculus I: A Five-year Study. Innov High Educ 40, 415–428 (2015). https://doi.org/10.1007/s10755-015-9322-y
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DOI: https://doi.org/10.1007/s10755-015-9322-y