The outcomes of 20 grade comparison studies (Table 1) indicate the success of PLTL in improving student performance. Across a variety of institutions, disciplines, and course levels, groups of students using peer-led workshops earned substantially more quality grades (A, B, C) than their counterparts in non-workshop courses. The PLTL Project’s student performance assessment was deliberately based on grades, comparing the performance of groups of students with and without PLTL workshops. Grades were selected as the basic method for comparison because they are generally accepted as a measure of student achievement. Additionally, course grade and GPA comparisons are the standards for assessing the success of academic support programs such as supplemental instruction, and group and individual tutoring (Goodlad*).  PLTL studies compared grades of workshop and non-workshop students within a course.  Despite the fact that each individual study in Table 1 could not control all variables, taken together, they point to the conclusion that PLTL is having a positive impact on students’ success in their coursework.

Table 1 Comparisons of Percent of Students Achieving ABC Grades

In addition to grade comparison studies, the project evaluator has collected and analyzed surveys from over 1500 students and 300 peer leaders that support the positive impact of PLTL on student achievement and learning. Eighty-one percent of the students surveyed agreed that interacting with the workshop leader increased their understanding of the subject. Ninety-one percent of the peer leaders surveyed stated that acting as a workshop leader increased their understanding of the subject.

Leo Gafney
leo.gafney@sbcglobal.net
 

*Goodlad, S. (1998). The Effectiveness of Peer Tutoring in Higher Education: A Typology and Review of the Literature, in Mentoring and Tutoring by Students (Sinclair Goodlad, Ed.), p 49 - 69. London: Kogan Page.