Small fish in a small pond: the impact of collaborative learning on academic success for less-prepared students in a highly selective STEM environment

Marina Micari*, Pilar Pazos

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

This study examines academic outcomes for university students engaged in a supplemental peer learning program in a selective institution. Using a matched sample of 1266 students, half enrolled in the supplemental program and half not enrolled, we find that participating students on average earned higher grades in linked courses. Using a subsample of students in a chemistry course sequence, we find program participants were more likely to remain in the sequence than non-participants, and that the impact was greater for students with lower levels of preparation.

Original languageEnglish (US)
Pages (from-to)294-306
Number of pages13
JournalHigher Education Research and Development
Volume38
Issue number2
DOIs
StatePublished - Feb 23 2019

Keywords

  • STEM education
  • peer learning
  • student diversity
  • underprepared students

ASJC Scopus subject areas

  • Education

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