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The Impact Of Peer-Led Workshops In An Intermediate Algebra Course For Women, Minorities, And First-Generation College Students, Malika Ikramova
The Impact Of Peer-Led Workshops In An Intermediate Algebra Course For Women, Minorities, And First-Generation College Students, Malika Ikramova
Publications and Research
The implementation of the Peer-Led Team Learning (PLTL) instructional model have shown to increase student pass rates and decrease failure and withdrawal rates in foundational mathematics courses. New York City College of Technology has implemented mandatory PLTL workshops in selected sections of MAT 1275: Intermediate Algebra and Trigonometry. Students spend an hour working collaboratively with their classmates guided by peer leader. Results from this study showed gender, ethnicity, and first-generation college student differences in their responses on the effectiveness of peer supported groups in this fundamental mathematics course.
Exploration Of The Lessons Learned By Students Attending Peer-Led Workshops, Fahmida Akhter
Exploration Of The Lessons Learned By Students Attending Peer-Led Workshops, Fahmida Akhter
Publications and Research
The study is conducted with students attending an additional one-hour a week peer-led workshop associated with their Pre-Calculus class. The study focuses on the following research questions: Do peer-led workshops help students become better at problem solving? What are the lessons learned from peer-led workshops that can be useful and applicable in future courses? Data will be collected through administrating surveys to the students in the peer-led workshop. The data will be organized, analyzed and presented at the poster session.