Implementation of a Peer-Led Team Learning Instructional Approach in an Undergraduate Organic Chemistry Course.

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Connecting to the Professor: Impact of the Student–Faculty Relationship in a Highly Challenging Course (2012, background): “Indeed, organic chemistry courses tend to have relatively high attrition rates (Tien, Roth, and Kampmeier 2002 ; Grove and Bretz 2010 ).”
Peer-Assisted Learning in Mathematics: An Observational Study of Student Success. (2009, background): “Participation in PLTL workshops has been associated with increased persistence (Hewlett, 2004; Tien, Roth, and Kampmeier, 2002), lower rates of withdrawal, and a greater percentage of students earning grades of B- or above (Hockings, DeAngelis, and Frey, 2008).”
Academic and social integration and study progress in problem based learning (2009, background): “Tien et al. (2002) investigated the effect of an activating instructional approach (student-centered instruction) and found a significant increase in performance, retention and attitudes. A study by van den Berg and Hofman (2005) concluded on the basis of a large-scale quantitative study that passiv”
Peer-Led Team Learning: A Prospective Method for Increasing Critical Thinking in Undergraduate Science Courses. (2009, methodology): “The positive, but variable, effects of PLTL on grade performance and retention in STEM courses are based primarily on course grade distributions using either control groups or historic grade performance before and after PLTL implementation (Cracolice & Deming, 2001; Gafney, 2001a; Gosser et al., 200”