scholarly journals Peer-Led Team Learning and Student Success

2021 ◽  
Vol 1 (1) ◽  
pp. 25-43
Author(s):  
Rita Upmacis
Keyword(s):  
Inorganic Chemistry ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Team Learning ◽  
Peer Leaders ◽  
Final Exam ◽  
Before And After ◽  
Exam Scores ◽  
Upper Level ◽  
Peer Leader

Peer-Led Team Learning (PLTL), a nationally recognized teaching and learning model, was introduced into the General Chemistry course at Pace University in 2014. The objective of this study was to determine the effect of the introduction of PLTL on the students’ final exam scores, and through surveys, determine how students viewed both the PLTL program and their Peer Leaders. In addition, this study sought to monitor the progress of Peer Leaders as they entered an upper-level Inorganic Chemistry class to determine whether the experience of being a Peer Leader helped their success in this course. The biggest difference, when comparing exam scores from two separate years before and after PLTL implementation, was found to be 10%. However, upon averaging exam scores over several years before and after the introduction of the PLTL program, a more modest average increase of 4% was determined. It was found that students with Peer Leader experience performed better in an upper-level Inorganic Chemistry class compared to those with no Peer Leader experience. Results from surveys administered to both students and Peer Leaders regarding their experiences, as well as the results from students evaluating their Peer Leaders, are reported here. Overall, the implementation of PLTL has led to greater interactions between the Instructor, Peer Leaders, and undergraduate students, thereby furthering a greater interest in chemistry and increasing the students’ sense of community.

Pizza and pasta help students learn metabolism

2006 ◽  
Vol 30 (2) ◽  
pp. 89-93 ◽  
Author(s):  
Renato M. Passos ◽  
Alexandre B. Sé ◽  
Vanessa L. Wolff ◽  
Yanna K. M. Nobrega ◽  
Marcelo Hermes-Lima
Keyword(s):  
Undergraduate Students ◽  
Blood Parameters ◽  
Average Score ◽  
Free Access ◽  
Final Exam ◽  
Maximum Score ◽  
Diet Soda ◽  
Medical Undergraduate ◽  
Before And After ◽  
Metabolic Biochemistry

In this article, we report on an experiment designed to improve the learning of metabolic biochemistry by nutrition and medical undergraduate students. Twelve students participated in a monitored lunch and had their blood extracted for analysis 1) before lunch, 2) 30 min after lunch, and 3) 3 h after lunch. The subjects were divided in two groups. One group had a hyperglicidic meal [pasta plus orange juice: 80% carbohydrate, 10% protein, and 10% lipid (estimated values)] and the other group had a hyperlipidic meal (calabresi pizza plus diet soda: 36% carbohydrate, 18% protein, and 46% lipid). Individual quantities of food were based on body mass index, age, and sex. The blood parameters analyzed were glucose, triglycerides (TG), and urea. Glucose remained constant in the three measurements in both groups. The TG concentration in the pasta group was constant before and after lunch but increased significantly during the evening. In the pizza group, TG increased after lunch and remained constant in the evening. Levels of urea increased only in the evening, specially in the pizza group. These results were used for the final biochemistry exam. With the maximum score set as 10, the average score was 6.0 ± 2.4 ( n = 102). We considered this activity a unique way of evaluating important issues on metabolism, because students had several hours to work on the final exam (with free access to a bibliography). It was also a good didactic experience (problem-based learning like) for the subject students, because they had to work in all phases of the experiment (idealization, realization, and analysis) and participated actively in the elaboration and correction of the exam.

Effectiveness of Obstetric Emergency Workshop in Medical Students in Newcastle University Malaysia

2021 ◽  
pp. 4749-4754
Author(s):  
Mon Mon Yee ◽  
Myat San Yi ◽  
Myat Kalayar Nyunt ◽  
Bhavani Veasuvalingam ◽  
Sein Yee Sint ◽  
...  
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Small Groups ◽  
Teaching And Learning ◽  
World Health ◽  
Learning Method ◽  
Obstetric Emergency ◽  
Before And After ◽  
Obstetric Emergencies ◽  
Health Organization

Global practices in health sectors envisioned maternal mortality as an indicator of the health standard of the nation. World Health Organization rests its goal on ‘Eight Millennium Development’ over the globe by means of MDG 5 is to improve the maternal health. The aim of the study is to upgrade teaching and learning method to optimise acquisition of knowledge in undergraduate students to meet the effectiveness of obstetric emergencies. We evaluated changes in knowledge using a single best answers questionnaire. The study 115 stage-5 students from 2019-2020 academic years were selected, and they were divided into 5 small groups with monthly rotation to attend the workshop. There are 23-24 students in each rotation. The assessment of knowledge of obstetrics emergencies carried out by using the SBA test before and after the workshop conducted by means of teaching and learning method.

Kahoot! Predicts exam scores and promotes student engagement

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Michael Joseph Figuccio ◽  
Marla Johnston
Keyword(s):  
Student Engagement ◽  
Child Development ◽  
Undergraduate Students ◽  
Best Practice ◽  
Game Based Learning ◽  
Final Exam ◽  
Content Type ◽  
E Learning ◽  
Exam Scores ◽  
Optimal Set

PurposeKahoot! is a free e-learning tool that employs game-based learning which is often considered a best practice in education. The aim of the current study is to assess the effectiveness of Kahoot! in a child development course.Design/methodology/approachSections of child development were randomized in terms of review format prior to exams one and two. All sections had a Kahoot! review prior to the final exam. Regression analyses were employed to determine the optimal set of predictors of exam scores. Students also completed a survey assessing their opinions of Kahoot! reviews.FindingsKahoot! scores accounted for 31.3% of the variability in exam 1 scores, 11.1% of the variability in exam 2 scores and 19.9% of the variability in final exam scores. Students reported that Kahoot! made class more interactive and that Kahoot! helped their learning of course concepts. These findings indicate that Kahoot! is an effective review tool. Furthermore, students reported that the use of Kahoot! was a positive experience that added to their understanding of the topics taught in the child development classroom.Practical implicationsTo foster student engagement, instructors should consider incorporating game-based learning in their courses.Originality/valueThis study demonstrates that Kahoot! is an effective review tool in a sample of undergraduate students. Furthermore, this study indicates that Kahoot! promotes student engagement.

scholarly journals Peer Leader Alumni Reflections: Advancing Visibility and Reach of Peer-Led Team Learning. Panel from the 2021 PLTLIS Conference

2021 ◽  
Vol 1 (1) ◽  
pp. 122-141
Author(s):  
◽  
Keyword(s):  
New York ◽  
Team Learning ◽  
Annual Conference ◽  
Peer Leaders ◽  
City College ◽  
Learning Programs ◽  
The City ◽  
Peer Leader

Calculating roughly, starting in 1992 with Peer Leaders from “Workshop Chemistry” at the City College of New York, Peer-led Team Learning programs may have an aggregate of perhaps 30,000 students who became Peer Leaders and are now alumni. How are Peer Leaders affected by their experiences? This paper is an edited transcription of Peer Leader Alumni panelists from the discussion at the 2021 PLTLIS Annual Conference, held online on Saturday, June 5, 2021.

Improving Student Satisfaction in a First-Year Undergraduate Accounting Course by Team Learning

2012 ◽  
Vol 27 (1) ◽  
pp. 53-82 ◽  
Author(s):  
Evelien Opdecam ◽  
Patricia Everaert
Keyword(s):  
Student Satisfaction ◽  
Undergraduate Students ◽  
Team Learning ◽  
Accounting Education ◽  
First Year ◽  
Learning Condition ◽  
Final Exam ◽  
Traditional Lecture ◽  
Course Experience ◽  
Course Experiences

ABSTRACT This paper discusses student satisfaction and course experiences of first-year undergraduate students in an introductory financial accounting course where team learning was implemented during tutorials. Course experiences and satisfaction, as perceived by students in the team learning condition, were compared to those in a traditional lecture-based control condition. A post-experimental questionnaire, with open and closed-ended questions, was administered. Students reported significantly higher levels of satisfaction in the team learning condition and a more positive course experience compared to students in the lecture-based condition. The increased time spent on accounting in the team learning condition resulted in increased learning, as evidenced by higher grades on the final exam in the team learning condition. An analysis of open-ended questions revealed that both learning conditions fit for particular students. High pre-class preparation was considered a strength of the team learning condition, while the comprehensive explanation by the teacher was the most frequently mentioned advantage of the lecture-based condition. This paper further contributes to the practice of accounting education by illustrating a way to implement team learning in a large undergraduate accounting course.

EKSPERIMEN PELAKSANAAN PdP DIALOG ANTARA BUDAYA (PPDaB) DI DALAM KELAS

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Azarudin Awang ◽  
Azman Che Mat
Keyword(s):  
Popular Culture ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Positive Attitude ◽  
Ethnic Relations ◽  
Attitudes And Perceptions ◽  
Before And After ◽  
Level Of Knowledge ◽  
Cultural Dialogue ◽  
The Given

The cultural gap in society needs to be overcome by fostering racial understanding and unity. An effective approach in Teaching and Learning (T&L) occurs when inter-cultural dialogue activities in the classroom are implemented. Dialogues between cultures refer to an interaction that occurs between two different cultural practitioners. The diversity of races, ethnicities and sub-ethnicities in Malaysia makes inter-cultural dialogues an important medium of integration and unity. This study aims to measure level of students' knowledge of popular culture from different ethnic or sub-ethnic groups before and after Pengajaran dan Pembelajaran Dialog Antara Budaya (PPDaB) activities. The study was participated by 71 undergraduate students who enrolled in Ethnic Relations course (CTU 553) at Universiti Teknologi MARA in Terengganu. Based on the data collected from the questionnaires, statistical analysis using mean and sp test (standard deviation) were used to measure students' knowledge, attitudes and perceptions of the given questionnaire items. The findings reveal that implementing PPDaB in the classroom may enhance the level of knowledge, create more positive attitude and interest of the students to a higher scale. Thus, innovation through the implementation of PPDaB in the classroom enhances the understanding, empathy and students' enjoyment of learning. Keywords: Experiment, Dialogue, Culture, Ethnic Relations, UiTM   Jurang perbezaan budaya dalam kalangan masyarakat perlu diatasi dengan memupuk persefahaman dan perpaduan kaum. Pendekatan yang berkesan dalam PnP ialah dengan pelaksanaan aktiviti dialog antara budaya di dalam kelas. Dialog antara budaya merupakan interaksi yang berlaku antara dua pengamal budaya yang berbeza. Kepelbagaian kaum, etnik dan sub etnik di Malaysia menjadikan dialog antara budaya sebagai medium integrasi dan perpaduan yang penting. Kajian ini bertujuan mengukur tahap pengetahuan pelajar terhadap budaya popular rakan-rakan dari etnik atau sub etnik yang berbeza pada sebelum dan selepas aktiviti PPDaB dijalankan. Eksperimen ini dilakukan dengan melibatkan 71 orang pelajar sarjana muda yang mengambil kursus Hubungan Etnik (CTU 553) di Universiti Teknologi Mara di Terengganu. Berdasarkan data yang dikutip daripada soal selidik, analisis statistik dengan ujian min dan sp (sisihan piawai) digunakan bagi mengukur pengetahuan, sikap dan persepsi pelajar terhadap item soal selidik yang diberikan. Dapatan kajian menunjukkan pelaksanaan PPDaB di dalam kelas mampu mempertingkatkan tahap pengetahuan, membentuk sikap yang lebih positif dan minat pelajar kepada skala yang lebih tinggi. Justeru, inovasi melalui pelaksanaan PPDaB di dalam kelas mampu meningkatkan kefahaman, empati diri dan pelajar merasa seronok terhadap pembelajaran yang dijalankan. Kata kunci : Eksperimen, Dialog, Budaya, Hubungan Etnik, UiTM

scholarly journals Thieme MedOne ComSci

2018 ◽  
Vol 106 (3) ◽  
Author(s):  
Marilia Y. Antunez
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Speech Language Pathology ◽  
Learning Resource ◽  
Language Pathology ◽  
Upper Level

Part of Thieme’s MedOne online package, MedOne Communication Sciences (MedOne-ComSci) is a small database of publications in communication science and disorders, designed to be a teaching and learning resource for upper-level undergraduate students, graduate students, faculty, and practicing professionals in audiology, speech-language pathology, and hearing science.

The Finkleman Preparation: A Computer Simulation for Teaching Undergraduate Students of Pharmacology

1994 ◽  
Vol 22 (6) ◽  
pp. 474-480
Author(s):  
David Dewhurst ◽  
Ian Hughes ◽  
Richard Ullyott
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Learning Objectives ◽  
Computer Assisted ◽  
Learning Program ◽  
Computer Assisted Learning ◽  
Sympathetic Nerve Stimulation ◽  
Chart Recorder ◽  
Experimental Protocols ◽  
Evoked Contractions

An interactive computer-assisted learning program is described, which simulates a number of experiments which can be performed on the isolated, innervated duodenum of the rabbit (the Finkleman preparation). This preparation is one of the classical pharmacological preparations used to demonstrate to undergraduate students the effects of selected drugs: those acting on adrenoceptors or intestinal smooth muscle, or those affecting responses to sympathetic nerve stimulation. The program runs on any IBM compatible PC, and makes use of text and high resolution graphics to provide a background to the experiments and to describe the methodology. A screen display which emulates a chart recorder presents simulated results (spontaneous or evoked contractions of the gut), derived from actual data, in response to the selection by students of predetermined experimental protocols from a menu. The program is designed to enhance or replace the traditional laboratory-based practical using this preparation, whilst achieving the majority of the same teaching and learning objectives.

Intended and Actual Changes in Study Behaviors in an Introductory and Upper-Level Psychology Course

2020 ◽  
pp. 009862832097989
Author(s):  
Shaina F. Rowell ◽  
Regina F. Frey ◽  
Elise M. Walck-Shannon
Keyword(s):  
Retrieval Practice ◽  
Study Time ◽  
Study Behaviors ◽  
Exam Scores ◽  
Upper Level ◽  
Psychology Course ◽  
Over Time

We examined self-directed studying of students in an introductory (Study 1) and upper-level (Study 2) psychology course. Students reported their study behaviors for Exam 1 and 2, and wrote Exam 2 study plans. In both studies, students planned to and ultimately did use more active strategies for Exam 2 than Exam 1. However, they struggled to follow through on plans to space studying over time. In Study 1, we also found that greater use of active strategies (e.g., retrieval practice) was associated with higher exam scores when controlling for factors such as study time. Our findings highlight that students across course levels are interested in changing their study behaviors and we note implications for instructors.

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