BCSER: Improving Peer-led Team Learning and Peer-Leader Training to Increase Undergraduate Student Achievement in Mathematics

BCSER：改善同伴主导的团队学习和同伴领导者培训，以提高本科生的数学成绩

• 批准号: 2025228
• 负责人: Nadia Mills
• 金额: $ 30.98万
• 依托单位: University of The Virgin Islands
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-09-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2025228&HistoricalAwards=false
• 关键词: BCSER; Improving; Peer; led; Team

This project aims to serve the national interest by increasing undergraduate student success in STEM courses. It will do so by improving implementation of Peer-Led Team Learning (PLTL) and implementing research to examine the effectiveness of these improvements. This project focuses on the effects of PLTL in early mathematics courses. When PLTL was implemented in a remedial mathematics course at the University of the Virgin Islands, students were able to complete the course successfully. However, less than half were successful in the subsequent course. This project will enhance the PLTL curriculum in this class to improve students’ mathematical problem-solving skills. It will also create new peer leader training modules, aimed at improving students’ non-cognitive factors, such as sense of belonging, that may contribute to student persistence and retention. Additionally, through conducting research regarding the impact of the curriculum and peer-leader training, the investigator will increase her capacity for STEM education research by building her quantitative and technical writing skills. During Year 1, this project aims to create an enhanced PLTL curriculum for the remedial mathematics course and develop an improved peer-leader training program during Year 1. In Year 2, the PI will implement the curriculum, collect data about its impact, and analyze data to determine the effectiveness of the revised PLTL curriculum and peer-leader training. The following research questions will be addressed: 1) What is the impact of an enhanced PLTL program on students’ pass rate, mathematics self-efficacy, mathematics anxiety, perceptions of intelligence, sense of belonging and beliefs about mathematics? 2) What is the impact of the new training program on peer leader’s mathematics self-efficacy, mathematics anxiety, perceptions of intelligence, and sense of belonging? 3) What is the impact of the peer leader training and enhanced curriculum on peer leader effectiveness and student engagement? To answer these questions, a combination of qualitative and quantitative methodologies will be used. For questions 1 and 2, a quasi-experimental design will be implemented, and descriptive and inferential analysis methods will be used to determine significance. For question 3, qualitative research methods will be utilized to analyze audio and video recorded PLTL workshops. The PI is working with a team of three mentors who have expertise in STEM education research, qualitative and quantitative research methods, PLTL, and research evaluation. The STEM education research capacity of the PI will be enhanced through frequent virtual meetings with mentors, independent study in quantitative research in education, workshops, training in statistical software, publication preparation, networking, and opportunities to collaborate with other STEM education researchers. The PI will share the results from the project via national and local conferences, and in peer-reviewed journals. The project is supported through the EHR Core Research: Building capacity in STEM Education Research (EHR: BCSER) competition that is designed to build individuals' capacity to carry out high quality fundamental STEM education research in STEM learning and learning environments, broadening participation in STEM fields, and STEM workforce development.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目旨在通过增加本科生在STEM课程中的成功来满足国家利益。它将通过改善同行领导的团队学习（PLTL）的实施并实施研究以研究这些改进的有效性来实现。该项目着重于PLTL在早期数学课程中的影响。当PLTL在维尔京群岛大学的补救数学课程中实施时，学生能够成功完成该课程。但是，在随后的课程中不到一半。该项目将增强该课程的PLTL课程，以提高学生的数学解决问题能力。它还将创建新的同伴领导者培训模块，旨在改善学生的非认知因素，例如归属感，可能有助于学生的持久性和保留。此外，通过对课程和同伴领袖培训的影响进行研究，研究人员将通过建立定量和技术写作技巧来提高其STEM教育研究的能力。在第一年期间，该项目旨在为补救数学课程创建增强的PLTL课程，并在第1年内制定改进的同行领导者培训计划。在第2年，PI将实施课程，收集有关其影响的数据，并分析数据以确定经过修订的PLTL Cruriculum和Peer-Header培训的有效性。将解决以下研究问题：1）增强的PLTL计划对学生通过率，数学自我效能感，数学焦虑，对智力的看法，归属感和对数学的信念的影响是什么？ 2）新培训计划对同伴领导者的数学自我效能，数学焦虑，对智力的看法和归属感有什么影响？ 3）同伴领导者培训和课程对同伴领导者有效性和学生参与的影响是什么？为了回答这些问题，将使用定性和定量方法的结合。对于问题1和2，将实施准实验设计，并将使用描述性和推论分析方法来确定重要性。对于问题3，定性研究方法将用于分析音频和视频录制的PLTL研讨会。 PI正在与由三名导师组成的团队合作，他们在STEM教育研究，定性和定量研究方法，PLTL和研究评估方面拥有专家。 PI的STEM教育研究能力将通过与导师的经常虚拟会议，教育定量研究，研讨会，统计软件培训，出版准备，网络准备，网络培训以及与其他STEM教育研究人员合作的机会来增强PI的STEM教育研究能力。 PI将通过国家和地方会议以及同行评审的期刊分享该项目的结果。该项目得到了EHR核心研究的支持：STEM教育研究（EHR：BCSER）竞争的建立能力，旨在建立个人在STEM学习和学习环境中进行高质量的基本STEM教育研究，在STEM领域的参与以及STEM Formforce的参与以及STEM Formforce开发的范围，这反映了NSF的法定任务和审查的范围，这是通过评估的范围来进行评估。