Peer Led Team Learning (PLTL)

in Computer Science

SIGCSE 2007

Susan Horwitz (Univ. of Wisconsin-Madison)

Steven Huss-Lederman (Beloit College)

Acknowledgments

• NSF-CNS 0420436, 0420343, 0638510,

0419340, 0638499, 0420433, 0420358,

0420312

• Prentice-Hall

• Pratibha Varma-Nelson (Northeastern

Illinois): NSF-DUE 99722457, 0004159

Peer-Led Team Learning (PLTL)

in Computer Science

• PLTL: used in Chemistry and othersciences for about 10 years

• Similar to Calculus “Emerging Scholars”program

• Us: 7-school, NSF-funded project to tryPLTL in Comp Sci (Beloit, Duke, Loyola ofBaltimore, Georgia Tech, Rutgers, UW-Madison, UW-Milwaukee)

Possible Goals and Approaches

• GOALS:

– Increase # of women and minority students

– Increase retention, enthusiasm

• APPROACHES:

– Active recruiting of incoming freshmen

– Optional / required of registered students

What is PLTL?

• Weekly, 2-hour group meetings in addition

to regular class

• 5 – 8 students per group

• A well-trained undergrad group leader

• Interesting exercises to be done as agroup

Groups != Discussion Sections

• Students helping, learning from, other

students

• Less authoritative; liberate and empower

students

• Promote active learning, encourage

teamwork

• More fun!

Why PLTL?

• Factors affecting intellectual developmentin college:

– Student faculty interaction outside the classroom

– Involvement on campus through various forms of

community-building activities

– Involvement with student peer groups

– “peer group – the most potent source of influence

on growth and development during the

undergraduate years”

Astin, A.W. (1993) What Matters in College? Jossey-Bass Publishers, San Francisco. pg. 394-398.

CONE OF LEARNING

(Edgar Dale)LECTURE

PLTL

Effects on Students

• Better / deeper understanding of material

• Lower drop rates

• Better grades (usually)

• Formation of social groups

• Very high satisfaction!

2005 Drop-Rate Data

(Beloit, Duke, Madison)

2006 Drop-Rate Data

(Beloit, Loyola, Madison,

Milwaukee, Rutgers)

05, 06 Madison Grade Data

ESP

Male

(n=30);

3.1

ESP

Male

(n=38);

2.99

ESP

Female

(n=13);

2.73

ESP

Female

(n=11);

3.1

Non ESP

Male

(n=148);

2.62

Non ESP

Male

(n=152);

2.83Non ESP

Female

(n=29);

2.26

Non ESP

Female

(n=27);

2.31

0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0

Madison 2005 Madison 2006

Non ESP Female

Non ESP Male

ESP Female

ESP Male

Average Grade by Gender & Participation 2005, 2006

06 Milwaukee Grade Data

ESP

Male

(n=23);

2.5

ESP

Female

(n=1);

0.0Non ESP

Male

(n=142);

2.4Non ESP

Female

(n=15);

2.4

0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0

4 Pt. Scale

Milwaukee

Non ESP Female (n=15)

Non ESP Male (n=142)

ESP Female (n=1)

ESP Male (n=23)

Milwaukee Grade Average by Gender and Participation 2006

06 Rutgers Grade Data

ESP

Male

(n=7);

1.9ESP

Female

(n=7);

2.9

Non ESP

Male

(n=110);

2.8

Non ESP

Female

(n=23);

2.3

0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0

4 Pt. Scale

Rutgers

Non ESP Female (n=23)

Non ESP Male (n=110)

ESP Female (n=7)

ESP Male (n=7)

Rutgers Grade Average by Gender and Participation 2006

05, 06 Beloit Grade Data

ESP

Female

(n=6);

3.8

ESP

Female

(n=2);

4.0

Non ESP

Male

(n=13);

3.0

Non ESP

Male

(n=15);

2.7

Non ESP

Female

(n=7);

3.4

Non ESP

Female

(n=4);

3.5

0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0

4 Pt.

Scale

Beloit 2005 Beloit 2006

Non ESP Female

Non ESP Male

ESP Female

Beloit Grade Average by Gender and Participation 2005-2006

* ESP Male (n=0)

both 2005 and

2006 - Omitted

from graphic

06 Loyola Grade Data

ESP

Male

(n=4);

3.0

ESP

Female

(n=3);

2.8Non ESP

Male

(n=16);

2.7Non ESP

Female

(n=14);

2.9

0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0

4 Pt. Scale

Loyola

Non ESP Female (n=14)

Non ESP Male (n=16)

ESP Female (n=3)

ESP Male (n=4)

Loyola Grade Average by Gender and Participation 2006

2006 Student Perceptions

Yes,

I got all

or most of what

I hoped to get

out of participation;

54Somewhat.

I did not get as much

as I had hoped,

but I did gain some

useful experience;

15No, I did not get

as much as

I had hoped;

3

0

10

20

30

40

50

60

Did you get what you hoped from your experience in ESP-CS?

Aggregated

Response -

All

Institutions

05 Student Perceptions

3.4

3.8

3.5

3.0

3.5

2.9

4.0

3.7

3.3

4.0

3.0

(*Madison data unavailable)

3.0

3.6

2.5

0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0

4.5

5.0

Scale:

0=Low

5=High

The ESP was useful in preparation

for completing assignments

The ESP helped me to do better on

exams

Perceived contribution to success

in class

Mean Ratings of Value/Usefulness of the ESP-CS Group 2005

Rutgers (n=9)

Madison (n=32)

Loyola (n=6)

GA Tech (n=9)

Beloit (n=2)

06 Students Perceptions

3.5 3.5

3.9

4.1

4.8

4.0

2.5

3.5

4.0

4.5

4.3

4.6

3.9

2.5

2.8

3.73.9

4.3

4.6

3.7

3.5

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

Scale:

0=Low,

5=High

The ESP was useful in preparation

for completing assignments

The ESP helped me to do better on

exams

Perceived contribution to success in

class

Mean Ratings of Value/Usefulness of ESP-CS Group Meetings 2006

Rutgers (n=6)

Milwaukee (n=6)

Madison (n=45)

Loyola (n=7)

GA Tech (n=8)

Duke (n=7)

Beloit (n=2)

Effects on Peer Leaders

• Better understanding of the material

• Increased confidence to continue in CS

• Appreciation for different teaching /

learning styles

• Improved leadership skills

• Collegial relationship with faculty

Student Comments

• The sessions were always fun and

challenged students to think about

computer science relevant problems.

The sessions right before tests were often

extremely valuable.

• It is extremely helpful because it provides

more practice and more approaches to

understanding the material.

Student Comments

• The program helped a lot since we worked

in small groups because we got more one-

on-one attention. I wish my discussions

were like this for every class!

• I have several lectures that same day, and

I originally thought, “Oh my God, by the

time this comes around I'm going to be

like, get me out of here.” But it's actually

really enjoyable. It has to be the fastest

two hours of my day

Questions?