The Impact of Peer-Led Workshops in an Intermediate Algebra Course for Women, Minorities, and First-Generation College Students

Authors

Malika Ikramova, CUNY New York City College of TechnologyFollow

Document Type

Poster

Publication Date

5-1-2019

Abstract

The implementation of the Peer-Led Team Learning (PLTL) instructional model have shown to increase student pass rates and decrease failure and withdrawal rates in foundational mathematics courses. New York City College of Technology has implemented mandatory PLTL workshops in selected sections of MAT 1275: Intermediate Algebra and Trigonometry. Students spend an hour working collaboratively with their classmates guided by peer leader. Results from this study showed gender, ethnicity, and first-generation college student differences in their responses on the effectiveness of peer supported groups in this fundamental mathematics course.

Comments

This poster, awarded 1st place for non-STEM research, was presented at the 30th Semi-Annual Honors and Undergraduate Research Scholars Poster Presentation at New York City College of Technology, May 1, 2019.

Mentor: Prof. Janet Liou-Mark, Mathematics.