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dc.contributor.authorWells, Thadeane
dc.date.accessioned2013-04-19T19:20:06Z
dc.date.available2013-04-19T19:20:06Z
dc.date.issued2013-04-19
dc.identifier.urihttp://hdl.handle.net/10464/4309
dc.description.abstractThis study investigated the impact of an instructional learning strategy, peer-led team learning (PLTL), on secondary school students' conceptual understanding of biology concepts related to the topic of evolution. Using a mixed methods approach, data were gathered quantitatively through pre/posttesting using a repeated measures design and qualitatively through observations, questionnaires, and interviews. A repeated measures design was implemented to explore the impact of PLTL on students' understanding of concepts related to evolution and students' attitudes towards PLTL implementation. Results from quantitative data comparing pre/posttesting were not able to be compared through inferential statistics as a result of inconsistencies in the data due to a small sample size and design limitations; however, qualitative data identified positive attitudes towards the implementation of PLTL, with students reporting gains in conceptual understanding, academic achievement, and interdependent work ethic. Implications of these findings for learning, teaching, and the educational literature include understanding of student attitudes towards PLTL and insight into the role PLTL plays in improving conceptual understanding of biology concepts. Strategies are suggested to continue further research in the area of PLTL.en_US
dc.publisherBrock Universityen_US
dc.subjectStudent-centred learningen_US
dc.subjectSecondary school studentsen_US
dc.subjectPeer-group tutoring of studentsen_US
dc.titlePeer-Led Team Learning as an Instructional Strategy for Secondary School Scienceen_US
dc.typeElectronic Thesis or Dissertationen
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US
dc.embargo.termsNoneen_US
refterms.dateFOA2021-08-08T01:58:21Z


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