Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
Descriptor
| Biology | 1 |
| College Science | 1 |
| Cooperative Learning | 1 |
| Dropout Rate | 1 |
| Grades (Scholastic) | 1 |
| Introductory Courses | 1 |
| Peer Teaching | 1 |
| Program Effectiveness | 1 |
| Science Instruction | 1 |
| Scores | 1 |
| Student Attitudes | 1 |
| More ▼ | |
Source
| Journal of College Science… | 1 |
Author
| Arvelo-Márquez, Lillian | 1 |
| Bayuelo-Flórez, Ezequiel De J. | 1 |
| Lizardi-O'Neill, Lilliam | 1 |
| Malavé-Llamas, Karlo | 1 |
| Monterrubio-Álvarez, José | 1 |
| Méndez-Merced, Ana T. | 1 |
| Soto-Sonera, José | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Higher Education | 1 |
| Postsecondary Education | 1 |
Audience
Location
| Puerto Rico | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkArvelo-Márquez, Lillian; Méndez-Merced, Ana T.; Monterrubio-Álvarez, José; Malavé-Llamas, Karlo; Lizardi-O'Neill, Lilliam; Bayuelo-Flórez, Ezequiel De J.; Soto-Sonera, José – Journal of College Science Teaching, 2021
This article reports the findings of the Peer-Led Team Learning (PLTL) model intervention study in an introductory biology course at a Puerto Rican private university. PLTL introduces to the traditional class format an additional workshop session in which students interact in small groups to solve challenging exercises under the guidance of a peer…
Descriptors: College Science, Science Instruction, Undergraduate Students, Introductory Courses
