The Effects of Using Peer-Led Team Learning Model in Science Courses on Students
Abstract views: 302
/ 
PDF downloads: 169
DOI:
https://doi.org/10.52380/ijcer.2023.10.3.450Keywords:
Peer-led team learning model, PLTL, Science educationAbstract
This study aims to explore the views of the fourth-year science teaching undergraduate program students and science education master's program students regarding the effects of using the Peer-Led Team Learning (PLTL) model in science courses on the students. The working group consisted of 56 participants, 28 undergraduate and 28 graduate students. The study deployed a questionnaire and a semi-structured interview form. Content analysis was used during data analysis. The results suggested that the PLTL model have positive and negative effects on peer and leader students in terms of "learning", "motivation/attitude" and "skills". The number of participants emphasizing positive effects in both questionnaire and interview data was much higher than those referring to negative effects. In other words, more participants agreed on positive effects. Upon examining the possible positive and negative effects of the PLTL model, the positive effects were identified to be valuable for the education process, and the negative effects may be eliminated or minimized.
References
Ahmed, M. M., & Haji, S. J. (2022). The effectiveness of peer-led team learning (PLTL) in the achievement of seventh-grade students in the subject of science and developing their team working skills. Journal of Arts, Literature, Humanities and Social Sciences, 82, 145-175. https://doi.org/10.33193/JALHSS.82.2022.711 DOI: https://doi.org/10.33193/JALHSS.82.2022.711
Akkurt, N. D. (2010). Aktif öğrenme tekniklerinin lise 1. sınıf öğrencilerinin öğrenme başarılarına ve çevreye yönelik tutumlarına etkisi. Milli Eğitim Dergisi, 40 (185),138-147. Retrieved from https://dergipark.org.tr/en/pub/milliegitim/issue/36199/407094
Akpınar, B., Batdı, V., & Dönder, A. (2016). Evaluating primary school students’ motivation levels in science education in terms of gender and class variables. Cumhuriyet International Journal of Education, 2(1), 15-26. Retrieved from http://cije.cumhuriyet.edu.tr/en/pub/issue/4274/57559
Ayas, A. (1995). Fen bilimlerinde program geliştirme ve uygulama teknikleri üzerine bir çalışma: iki çağdaş yaklaşımın değerlendirilmesi. Hacettepe University Journal of Education, 11, 149-155. Rereived from http://efdergi.hacettepe.edu.tr/shw_artcl-1231.html
Birgili, B. (2022). Yenilikçi öğretim yaklaşımları. In Kamil Arif Kırkıç (Ed.), Yenilikçi okullarda öğrenme ve öğretim, (pp. 39-75). Efe Akademi.
Cracolice, M.S., & Deming, J. (2012). The Sky’s the Limit: Learning through PLTL Teams at Big Sky High School. Peer-Led Team Learning: Implementation in High Schools. Retrieved from http://www.pltlis.org.
Chase, A., S Rao, A., Lakmala, P., & Varma-Nelson, P. (2020). Beyond content knowledge: transferable skills connected to experience as a peer-leader in a PLTL program and long-term impacts. International Journal of Stem Education, 7(1), 1-10. https://doi.org/10.1186/s40594-020-00228-1 DOI: https://doi.org/10.1186/s40594-020-00228-1
Değerli, M. (2021). The effectiveness of STEM approach in science education: A meta analysis study. (Unpublished master’s thesis). Dicle University, Turkey.
Drane, D., Micari, M., & Light, G. (2014). Students as teachers: effectiveness of a peer-led STEM learning programme over 10 years. Educational Research and Evaluation, 20(3), 210-230. https://doi.org/10.1080/13803611.2014.895388 DOI: https://doi.org/10.1080/13803611.2014.895388
Dreyfuss, A.E., Fraiman, A., Montes, M., Hudson, R., Montalvillo Ortega, F., Muniz, J. Piefke, F., Rodriguez, M., Sheila, M., Vargas, K., & Vu, N. (2021). Peer leading small group discussion during covıd-19. Advances In Peer-Led Learning, 1, 55-67. https://doi.org/10.54935/apll2021-01-06-55 DOI: https://doi.org/10.54935/apll2021-01-06-55
Eren-Şişman, N. E. (2020). Implementation of the peer-led team learning (PLTL model to Turkish context: Its effect on undergraduate engineering students' academic performances and anxiety in general chemistry course. (Unpublished doctoral dissertation). Middle East Technical University, Turkey.
Eren-Şişman, E. N., Ciğdemoğlu, C., & Geban, Ö. (2018). Investigation of the effect of peer-led team learning model on university students’ exam achievement in general chemistry. Bartın University Journal of Faculty of Education, 7 (2), 636-664. https://doi.org/10.14686/buefad.412614. DOI: https://doi.org/10.14686/buefad.412614
Erişmiş, F. (2017). The effect of using peer instruction method for the 4th grade simple electric circuit unit on the achievement and attitude of the students (Unpublished master’s thesis). Ağrı İbrahim Çeçen University, Turkey.
Eryılmaz, E. (2004). The effect of peer instruction on high school students' achievement ano attitudes toward physics. (Unpublished doctoral dissertation). Middle East Technical University, Turkey.
Gafney, L., & Varma-Nelson, P. (2007). Evaluating peer-led team learning: a study of long-term effects on former workshop peer leaders. Journal of Chemical Education, 84(3), 535. https://doi.org/10.1021/ed084p535 DOI: https://doi.org/10.1021/ed084p535
Gafney, L., & Varma-Nelson, P. (2008). Peer-led team learning: evaluation, dissemination, and institutionalization of a college level initiative (Vol. 16). Springer Science & Business Media. DOI: https://doi.org/10.1007/978-1-4020-6186-8
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.
Gosser Jr, D. K., Kampmeier, J. A., & Varma-Nelson, P. (2010). Peer-led team learning: 2008 James Flack Norris Award address. Journal of Chemical Education, 87(4), 374-380. https://doi.org/10.1021/ed800132w DOI: https://doi.org/10.1021/ed800132w
Gülçek, N. (2015). The effects of peer educati̇on on the candi̇date teachers' success of sci̇ence in the subject of i̇deal gases. (Unpublished master’s thesis). İnönü University, Turkey.
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. https://doi.org/10.1021/ed085p990 DOI: https://doi.org/10.1021/ed085p990
Karadağ Ö. (2004). Akran eğitimi eğitici eğitimi rehberi. Semih Ofset, UNFPA, Ankara.
Kıyıcı, G. (2004). Aktif öğrenme ve bilgisayar destekli öğretim. Sakarya University Journal of Education, 8, 28-32. Retrieved from https://dergipark.org.tr/en/download/article-file/115745
Kurt, U. (2020). Comparison of the effects of different active learning methods on the teaching of 'Cell and divisions' and 'Force and energy' units. (Unpublished doctoral dissertation). Atatürk University, Turkey.
Lamina, O. G. (2021). Peer-led team learning (PLTL), student achievement and engagement in learning chemistry. International Journal of Quality in Education, 5(2), 1-26. Retrieved from https://dergipark.org.tr/en/pub/ijqe/issue/62879/954527
Lewis, S. E. (2011). Retention and reform: An evaluation of peer-led team learning. Journal of Chemical Education, 88(6), 703–707. https://doi.org/10.1021/ed100689m DOI: https://doi.org/10.1021/ed100689m
MoNE (Ministry of National Education) (2006). İlköğretim fen ve teknoloji dersi (6, 7 ve 8. sınıflar) öğretim programı. Talim ve Terbiye Kurulu Başkanlığı, Ankara.
MoNE (2013). İlköğretim fen bilimleri dersi (6, 7 ve 8. sınıflar) öğretim programı. Talim ve Terbiye Kurulu Başkanlığı, Ankara.
MoNE (2018). İlköğretim fen bilimleri dersi öğretim programı (ilkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar). Talim ve Terbiye Kurulu Başkanlığı, Ankara.
Merriam, S. B. (2015). Nitel Araştırma: desen ve uygulama için bir rehber [Qualitative research: A guide to design and implementation (Original book published 2009)]. S. Turan (Trans. Ed.). Ankara: Nobel Akademik Yayıncılık.
Njoku, M. I. A. (2020). Developing a positive attitude towards the learning of biology in secondary schools through peer led team learning strategy. International Journal of Science and Research, 9(4), 1330-1335.
Nobel, M. M. (2005). Effects of classwide peer tutoring on the acquisition, maintenance, and generalization of science vocabulary words for seventh grade students with learning disabilities and/or low achievement (Unpublished doctoral dissertation). Graduate School of The Ohio State University, Ohio.
Okeya, A. E. (2022). Effect of peer-led team learning approach on students’ academic performance in basic science in Ekiti State Secondary Schools. Commonwealth Journal of Academic Research, 3(6), 1-9. http://doi.org/10.5281/zenodo.6863704
Olmscheid, C. (1999). “The Effectiveness of Peer Tutoring in The Elementary Grades”. Retrieved from https://files.eric.ed.gov/fulltext/ED430959.pdf
Öncül, B. (2020). Improvement of digital citizenship awereness of primary school students with peer learning (Unpublished doctoral dissertation). Eskişehir Anadolu University, Turkey.
Özcan, O. (2017). An action research towards teaching acids and bases to grade 12 students through peer instruction (Unpublished doctoral dissertation). Atatürk University, Turkey.
Quitadamo, I. J., Brahler, C. J., & Crouch, G. J. (2009). Peer-led team learning: a prospective method for increasing critical thinking in undergraduate science courses. Science Educator, 18(1). Retrieved from
https://ecommons.udayton.edu/dpt_fac_pub/45
Selvi, M., & Yıldırım, B. (2017). An experimental research on effects of
STEM applications and mastery learning. Journal of Theory and Practice in Education, 13(2), 183-210. Retrieved from https://web.archive.org/web/20190430205637id_/https://dergipark.org.tr/download/article-file/299006
Sencar Tokgöz, S. (2007). The effect of peer instruction on sixth grade students’ science achievement and attitudes (Unpublished doctoral dissertation). Middle East Technical University, Turkey.
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), e1002398. https://doi.org/10.1371/journal.pbio.1002398 DOI: https://doi.org/10.1371/journal.pbio.1002398
Snyder J.J., & Wiles J.R. (2015). Peer led team learning in introductory biology: effects on peer leader critical thinking skills. PLoS One, 10(1), e0115084. https://doi.org/10.1371/journal.pone.0115084 DOI: https://doi.org/10.1371/journal.pone.0115084
Şimşek, Ö., & Yeşiloğlu, Ö. (2014). Akran Öğretimi Yönteminin Elektrik Kavramlarının Öğrenimi ve Bilimsel Süreç Becerilerinin Kazanımı Üzerine Etkisi. Journal of Bayburt Education Faculty, 9(2) , 72-94. Retrieved April 11,2023 from https://dergipark.org.tr/en/pub/befdergi/issue/15929/167518
Tao, P. K. (1999). Peer collaboration in solving qualitative physics problems: the role of collaborative talk. Research in Science Education, 29(3), 365-383. https://doi.org/10.1007/BF02461599 DOI: https://doi.org/10.1007/BF02461599
Tenney, A., & Houck, B. (2003). Peer-led team learning in introductory biology and chemistry courses: A parallel approach. Journal of Mathematics and Science: Collaborative Explorations, 6(1), 11-20. https://doi.org/10.25891/6PGZ-J157
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(7), 606-632. https://doi.org/10.1002/tea.10038 DOI: https://doi.org/10.1002/tea.10038
Töman, U., & Yarımkaya, D. (2018). The effect of using peer instruction technique on the students’
achivement levels in teaching 7th grade light topic. Hitit University Journal of Social Sciences Institute, 11(1), 499-514.
Tuzlukaya, Ş., Şahin, N. G. G., & Cigdemoglu, C. (2022). Extending peer-led team learning to management education: The effects on achievement, critical thinking, and interest. The International Journal of Management Education, 20(2), 1-11. https://doi.org/10.1016/j.ijme.2022.100616 DOI: https://doi.org/10.1016/j.ijme.2022.100616
Varma-Nelson, P. (2006). Peer-Led Team Learning. Metropolitan Universities, 17(4), 19-29.
Wells, T. (2012). Peer-led team learning as an instructional strategy for secondary school science. (Unpublished master’s thesis). Brock University, Ontario.
Wilson, S. B., & Varma-Nelson, P. (2021). Implementing peer-led team learning and cyber peer-led team learning in an organic chemistry course. Journal of College Science Teaching, 50(3), 44-50. Retrieved from https://www.jstor.org/stable/27133098
Yardım, H. G. (2009). “An action research upon the effect of peer tutoring on 9th grade students in mathematics lessons” [Unpublished master's thesis]. Gazi University, Ankara.
Young, J. D., & Lewis, S. E. (2022). Evaluating peer-led team learning integrated into online instruction in promoting general chemistry student success. Journal of Chemical Education, 99(3), 1392-1399. https://doi.org/10.1021/acs.jchemed.1c01118 DOI: https://doi.org/10.1021/acs.jchemed.1c01118
Zorlu, F., & Zorlu, Y. (2020). Investigation of the effects of a peer-led team learning instructional model (pltl) in teaching the simple electrical circuits subject on the seven principles for good practice. Educational Policy Analysis and Strategic Research, 15(3), 249-266. https://doi.org/10.29329/epasr.2020.270.12 DOI: https://doi.org/10.29329/epasr.2020.270.12
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Gizem Önder Sesler, Esin Sahin
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
