Available Online: 6 July 2020
Author/s:
Guden, Jester Mark
Visayas State University (Main Campus), Philippines (jestermarkguden@gmail.com)
Bellen, Joy A.*
Visayas State University (Main Campus), Philippines (joy.bellen@vsu.edu.ph)
Abstract:
Transition from introductory to advance STEM courses is a “leaky” pipeline; attrition is a major concern. Implementation of a peer-led team learning (PLTL) – a learner-centered intervention – aimed to maximize interaction in the classroom was observed. Findings, however, were varied. This scoping review using Arksey and O’Malley’s (2005) five-stage framework was conducted to show the apparent effects of implementing PLTL workshop to performance of learners and its influence to peer leaders. The results indicate better performance of learners who participated in the PLTL workshops and positive influence to peer leaders. The results further emphasized that PLTL is generally useful to both participants and leaders. The implications and recommendations for future research are also discussed.
Keywords: peer support; pedagogy; intervention; better performance
DOI: https://doi.org/10.5861/ijrse.2020.5008
Cite this article:
Guden, J. M., & Bellen, J. A. (2020). A scoping review of the peer-led team learning to learner-participants and peer leaders in STEM courses. International Journal of Research Studies in Education, 9(5), 1-13. https://doi.org/10.5861/ijrse.2020.5008
*Corresponding Author