Influence of Peer-Led Team Learning in Students’ Chemistry Self-Efficacy, and Academic Achievement in General Chemistry Courses

Author

Hector Leal, The University of Texas Rio Grande Valley

Date of Award

12-1-2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum & Instruction

First Advisor

Ming-Tsan Lu

Second Advisor

Jair J. Aguilar

Third Advisor

Chris Smith

Abstract

One of the most perplexing issues facing peer cooperative learning is dealing with student motivation and goal orientation. Sometimes the students who could most benefit from the positive effects of peer learning are the ones least likely to participate due to fear of exposing their academic weaknesses to others or even to themselves (Arendale, 2020). Exploring the complexity of student motivation is being carefully studied amongst elementary and secondary education student populations. However, this important construct is often ignored in the study of postsecondary education in general, and the provision of learning assistance, particularly at the college level. My purpose is to examine how Peer-Led Team Learning affects students’ chemistry self-efficacy, academic achievement, and retention.

Comments

Copyright 2025 Hector Leal. All Rights Reserved. https://proquest.com/docview/3290617104

Recommended Citation

Leal, H. (2025). Influence of Peer-Led Team Learning in Students’ Chemistry Self-Efficacy, and Academic Achievement in General Chemistry Courses [Doctoral dissertation, The University of Texas Rio Grande Valley]. ScholarWorks @ UTRGV. https://scholarworks.utrgv.edu/etd/1798