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Cited by 59Education and Critical Thinking DevelopmentProblem and Project Based LearningInnovative Teaching and Learning Methods

Peer Led Team Learning in Introductory Biology: Effects on Peer Leader Critical Thinking Skills

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Snyder, Julia J., Wiles, Jason R.·2015·PLOS ONE
DOI 10.1371/journal.pone.0115084PMC PMC4309528
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Abstract

This study evaluated hypothesized effects of the Peer-Led Team Learning (PLTL) instructional model on undergraduate peer leaders' critical thinking skills. This investigation also explored peer leaders' perceptions of their critical thinking skills. A quasi-experimental pre-test/post-test with control group design was used to determine critical thinking gains in PLTL/non-PLTL groups. Critical thinking was assessed using the California Critical Thinking Skills Test (CCTST) among participants who had previously completed and been successful in a mixed-majors introductory biology course at a large, private research university in the American Northeast. Qualitative data from open-ended questionnaires confirmed that factors thought to improve critical thinking skills such as interaction with peers, problem solving, and discussion were perceived by participants to have an impact on critical thinking gains. However, no significant quantitative differences in peer leaders' critical thinking skills were found between pre- and post-experience CCTST measurements or between experimental and control groups.

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  • The development of critical thinking skills through the use of LLMs, as observed in this study, is consistent with the findings of Suratmi and Sopandi (2022) and Snyder and Wiles (2015), who reported significant improvements in students' critical thinking abilities following LLM-based training programs and collaborative learning interventions.

    “The development of critical thinking skills through the use of LLMs, as observed in this study, is consistent with the findings of Suratmi and Sopandi (2022) and Snyder and Wiles (2015), who reported significant improvements in students' critical thinking abilities following LLM-based training programs and collaborative learning interventions.”

    From Investigating the Use of chatGPT as a Tool for Enhancing Critical Thinking and Argumentation Skills in International Relations Debates among Undergraduate Students (2024) · cites this paper as Snyder and Wiles (2015)

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Authors
Snyder, J. J., & Wiles, J. R.
Affiliations
Syracuse University (US)
Corresponding author
Snyder, Julia J.
ORCID
Wiles, Jason R.
Venue
PLOS ONE
Publisher
Public Library of Science (PLoS)
Published
2015-01-28
Volume
10
Issue
1
Pages
e0115084
ISSN
1932-6203 (ISSN-L)
DOI
10.1371/journal.pone.0115084
PMC
PMC4309528
OpenAlex
W1995743771
Cited by
59
References
2
Citations by year
2026: 2 · 2025: 6 · 2024: 5 · 2023: 8 · 2022: 8 · 2021: 7 · 2020: 8 · 2019: 3 · 2018: 6 · 2017: 1 · 2016: 4 · 2015: 1
FWCI
20.01
Type
journal article
Language
en
Open access
Licence
Locations
  • PLoS ONE (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Funders
  • National Science Foundation (1352740)
  • Syracuse University
Topics
  • Social Sciences › Education › Education and Critical Thinking Development
  • Social Sciences › Education › Problem and Project Based Learning
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Keywords
peer-led team learning, critical thinking skills, peer leaders, introductory biology, undergraduate science education, California Critical Thinking Skills Test, peer interaction, problem solving, student perceptions
MeSH terms
Adolescent, Biology, Educational Measurement, Female, Humans, Leadership, Male, Models, Theoretical, Peer Group, Students, Thinking, Problem-Based Learning, Young Adult

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