San Antonio, Texas
June 10, 2012
June 10, 2012
June 13, 2012
25.188.1 - 25.188.13
Analysis of the Impact of Formal Peer-led Study Groups on First-Year Student Math PerformanceAbstractFormal peer-led study groups were created for first-year engineering and computerscience students. The groups were organized around the math course taken by thestudents so that all students in the study group were taking the same math course,although students did not necessarily come from the same course section. In the 2010-11academic year, these groups were organized as a formal class, and students received agrade based upon their participation. This was done to increase participation rates overpast years during which the study groups were offered in a less formal setting. Analysisof previous years’ groups had indicated that greater participation in the study groupscorrelated with higher grades in the associated math courses.Study groups typically featured 8-10 students, and were directed by an upper-levelengineering or computer science student. The student leader would pose problems to thestudents in the class. These problems came from homework assigned in the math classes,additional non-assigned problems from the math books, and outside sources. Thestudents then work on the problems together, until a solution is found. The student leaderwould provide guidance if the students were unable to solve a problem withoutassistance, but would not completely solve the problems for the students.Approximately 70% of the first-year students in engineering and computer scienceparticipated in these study groups, with most students attending most of the weeklysessions. Grades of the students who participated in the study groups were generally 0.3-0.5 points (on a 4-point scale) higher than the average course grades of all students in thecourses.In this paper, the format of the study groups will be described in detail, and the analysisof the impact of the study groups on the student grades will be presented.
Reisel, J. R., & Jablonski, M., & Munson, E. V., & Hosseini, H. (2012, June), Analysis of the Impact of Formal Peer-led Study Groups on First-year Student Math Performance Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--20948
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2012 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015