With an expected outcome and a history of success, the Peer-Led Team Learning (PLTL) aims to contribute to increased learning and therefore an improvement in students’ success, as measured by pass rate and retention rate, in high enrollment and high failure rate courses. The PLTL program was expanded significantly in 2022 with a total of 6,313 students enrolled in courses with PLTL in Fall 2022. 

Peer-Led Team Learning Expansion (new PLTL courses) 

The graph below shows the course pass rates in Fall 2021 without the PLTL implementation compared to the Fall 2022 course pass rate with PLTL implemented. If we look at the course pass rate of those students who regularly participated in PLTL (less than 5 absences), it is evident there is more potential to increase student success in these courses. The grey bars in the graph below reveal potential for increasing pass rates to a higher extent by increasing participation and engagement of those students who are not participating as regularly (greater than 5 absences).

Peer-Led Team Learning in Established Courses 

While we have expanded the PLTL program exponentially in the past year, there are still the four established PLTL courses that have demonstrated the consistent impact over a longer period that also implemented PLTL in Fall 2022 (The fifth traditional course, Chemistry for Engineers – CHEM 1309, was not offered with PLTL in Fall 2022 but resumed in Spring 2023). In the graph below, the green bar represents the baseline or pass rate for the last Fall before the implementation of PLTL. Therefore, the green bar for CHEM 1311, CHEM 1312, and MATH 1314 (pilot) illustrates the pass rate for those courses in Fall 2015 as PLTL implementation began in Fall 2016 for these courses. The green bar for MATH 1324 represents the pass rate in Fall 2018 as PLTL implementation began in Fall 2019. The data trends represented in the two graphs below (PLTL gains over time) are the same as with the newly expanded PLTL courses in that the pass rates for students participating in PLTL are higher than the pass rates of the same courses prior to implementation of PLTL and the more students participate, the greater the gains in terms of pass rates.

A Look at Semester-to-Semester Retention by PLTL participation 

The extent of student participation in PLTL correlates with Fall to Spring retention as well. The graph below shows the overall retention (blue bars) along with the retention of students that had less than five absences (grey bars). Institutionally, we have seen trends that if we can retain 93% of students from Fall to Spring, we are more likely to have an 80% retention rate for Fall to Fall. If we set our benchmark at 93% retention for Fall to Spring in PLTL courses (as indicated by the data trend line in the graph below), then it is evident the students who participate in PLTL on a regular basis (with less than 5 absences) are more likely to be retained at that rate in nearly all PLTL courses measured. 

PLTL expansion in Spring 2023 and Fall 2023  

PLTL was expanded to General Biology I (BIOL 1406) and Introduction to Financial Accounting (ACCT 2301) in Spring 2023. Current discussions involve the further expansion of PLTL into Introduction to Management Accounting (ACCT 2302), and Mechanics of Solids (MECE 3321) in Fall 2023.  

In aggregate, from Fall 2016 through Fall 2022, PLTL has served 33,667 students with 31,205 (92.69%) of them being Latino. The number of students not participating in the program is 36,638 with 89.60% of them being Latino.

The overall pass rate of Latinos enrolled in courses with PLTL was 77.90% as compared to 57.95% for those not participating in PLTL for a percentage point difference of 19.95. The overall pass rate for non-Latinos enrolled in courses with PLTL was 79.60% compared to 71.51% for those not participating in PLTL for a percentage point difference of 8.09. In comparing the overall percentage point difference between Latinos (19.95) and non-Latinos (8.09), the program had a greater positive impact supporting Latino students as compared to non-Latino students.

While non-Latinos still have a higher success rate in these traditionally high-failure rate courses PLTL has contributed to significantly closing the gap. When comparing the pass rates for Latino and non-Latino students not participating in the program, the results are 57.95% and 71.51% respectively for a percentage point difference of 13.56. When comparing the pass rates for Latino and non-Latino students participating in the PLTL program, the results are 77.90% and 79.60% respectively. The success rate gap, as defined by pass rate, is narrowed significantly from non-Latinos outperforming Latino students by 13.56 percentage points for non-participants to a 1.7 percentage point gap for those participating in the PLTL program. Latino students participating in PLTL are performing slightly below that of non-Latino students.

Every semester a simple survey is administered to students during the PLTL sessions that allows students to document what they considered to be benefits of the program as well as to share suggestions for improvement. Trends identified in responses to the benefits include:

• Working with peers or in groups
• Extra time
• Extra practice
• Clarifies lecture

Some of the stories that students have shared with us about their experiences with the program are:

"During high school, I felt I did not learn anything due to going online during COVID-19. I did not know how to study, prepare for exams, or to interact with other people. PLTL was different from most online classes in that we would have our cameras on, and we would actually talk to people and get to see who and how they were. We were put into groups by the leaders, and it felt like the professors understood PLTL and would give material that would help understand. The leaders provided office hours for additional help aside from the professor. The problems were great practice and provided major help, especially the problems that require more attention. PLTL was a great experience that provided me with learning and guidance during a time when there was not any. "

“This class helped me a lot because we got to practice what we learned in class and get one on one help if needed. It helped me clarify any confusion and succeed in the course. It was useful and I am grateful that we had this extra help. Thank you for helping us and coming in prepared to guide us and teach us. “

“The PLTL session that I have been attending for my class has been giving me the extra practice I needed in order to fully comprehend the material covered in class. I do not have that much free time during the week, so attending the PLTL sessions is a great opportunity for me to get the assignments done and ask some questions. I always try to attend every session since missing the extra help and extra practice would only affect me in my academic experience."

"As a student, I feel like PLTL has helped me not only in the academic aspect but also as a person. PLTL allows me to practice the content learned in lecture which is helpful to better understand the material rather than just listening to the professor talk and forget about it once I leave the classroom. Additionally, it gives me the opportunity to interact with people who might be having the same issues as me or who could help me in case I get stuck in a topic. Lastly, PLTL has helped me make friends with similar interests which makes going to class a little more enjoyable."

“I can honestly say if it weren’t for this class, I would have failed pretty much all of my exams for chemistry. In the lecture, things go by too fast for me to catch onto, so I am grateful for this class because it allowed us to go over things more slowly and in groups, which made things easier to understand for me. Thank you for showing us the material and trying to help us”

Focus Groups

In addition to the survey, the Learning Center staff also surveys students about their experiences in the PLTL groups. We ask a series of questions about the effect of the group on study skills and course performance. All students respond favorably to questions about their subject-related abilities, including problem solving and the overall usefulness of the study group.

“How did you feel about having mandatory PLTL study sessions at the beginning of the semester and have your feelings changed any now that the end of the semester is here?”

Focus group responses

"I joined the PLTL program in Fall 2019 for General Chemistry at UTRGV after participating in the program as a student in chemistry. The program allowed me to better understand course materials while providing networking opportunities at a professional and academic level. I’ve had the opportunity to participate in PLTL as a leader for eight semesters, giving me the gratification of helping others through teamwork, collaboration, and relationship-building. PLTL gave me the tools necessary to branch out into academic research by empowering me to seek knowledge while remaining humble and adventurous in academia. I am forever indebted as the PLTL program allowed me to grow within the field by closely working with both faculty and students. I graduated with my bachelor’s degree in Biological Sciences specializing in Chemistry in Spring 2022. I am honored to be promoted to a mentoring position as I commence graduate school. Being part of PLTL as an undergraduate gave me the opportunity to develop professionally and academically."

"I was a Peer Leader for Anatomy & Physiology I in Spring 2022. I was only in my second semester of university when I started as a Peer Leader and hadn’t found a solid group of friends yet since my first semester was completely online. The PLTL program has given me the chance to be part of a community of other like-minded students who are passionate about learning and helping others like I am. Every other leader I’ve asked for help, whether it’s directly related to PLTL, my own personal coursework, or future degree plans, has been more than happy to provide that assistance. It truly feels like a big group of friends that I know I can always turn to in a time of need, and I’m very grateful for that. The collaborative environment that we create in our classrooms during PLTL sessions lends itself well to learning and is something that students may otherwise not have access to. In high school and my first semester of university, I knew of other students who would get together into study groups, but I never felt like I could ask them if I could join the study sessions. PLTL takes that fear out of the equation and gives everyone an equal opportunity to work in groups and enjoy the benefits of doing so, like hearing other perspectives on certain topics. Seeing relationships between students develop over the course of the semester, as well as the improvement in their grades and the confidence in their knowledge of the material grow has been incredibly rewarding for me and made every bit of work I put into their learning worth it. I know that I would have benefited from having a program like PLTL in high school and my first semester of university and am proud of myself for being able to provide that to students who are in that position now. I’m looking forward to continuing to work in the program this coming fall semester!"

" I began as a quiet and shy leader, and in a year, I became a Mentor for the program. When I first joined, PLTL was only offered for College Algebra and Math for Business courses. We have now expanded to include Elementary Statistics, Pre-Calculus, and Calculus 1 as well as our prerequisites courses. To be able to grow with the program has just been an amazing opportunity.

Moving online during the pandemic was extremely hard but we made it possible. We weren’t shutting down! It required hard work from Peer Leaders, Mentors, Supervisors, and anybody involved with the program to see all our work was transitioned to an online space. We all did great work, providing the best to the students when they needed us most.

As a Peer Leader, being able to reach out to students and help them when they feel most frustrated both with academics and with life can be a gratifying experience. As a Mentor, I can guide Peer Leaders to grow into their best possible selves and allow them to help their students and their own academics as well. My beliefs of following your dreams and pursuing what you really enjoy in life regardless of societal expectations are something I like to share with the Peer Leaders I mentor, as I have experience with this myself. My fellow co-workers helped me realize that it’s okay to do something I really love even if it's not the most ordinary major. I became a Theater Major with a focus in Design Technology – my fellow peers accepted me with love and support for following my goals. I now get to do the things I love which is providing the best guidance to all new and returning Peer Leaders and Mentors, as well as pursuing a career in Theater – and believe it or not, mathematics is part of being a designer.

I wouldn’t be where I am now if it weren’t for the PLTL program and all the people I have met along the way. I am in my last year before graduation, so I hope to continue to grow my mind and meet more people during my last two semesters. It’s been a pleasure working with every single person who has come through our program. From a formerly quiet, shy Peer Leader to a currently strong, outgoing, high- spirited Mentor, I thank you from the bottom of my heart for showing me the way. One thing is for sure, PLTL will change your life for the better."