Abstract
The Peer Instruction Leader (PIL) program at Columbus State University pairs courses having historically low success rates with dedicated peer helpers in an attempt to boost student learning and success. PILs are selected from undergraduate students who have demonstrated success in the targeted subject. They attend classes, meet with the assigned instructor periodically, participate in PIL training, and manage course focused discussion groups. The authors analyze data collected in the early stages of the program, which shows that students who attended the discussion groups fared better than those who did not.
This is an original work
1
This work has not been previously published
1
IRB approval verification
Yes
Recommended Citation
Shaw, K., Ticknor, C., & Howard, T. (2013). The Effect of Peer Leader Instruction on Introductory University Science and Mathematics Course Performance: Preliminary Results. Perspectives In Learning, 14 (1). Retrieved from https://csuepress.columbusstate.edu/pil/vol14/iss1/2
Included in
Curriculum and Instruction Commons, Online and Distance Education Commons, Scholarship of Teaching and Learning Commons, Teacher Education and Professional Development Commons