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.
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). https://doi.org/10.1371/journal.pbio.1002398