An exploratory study: impact of peer-led team learning on epistemology, self-efficacy, and belonging in chemistry

Abstract

Peer-Led Team Learning (PLTL) is a widely adopted active-learning strategy in undergraduate STEM education with known benefits for student achievement. While much of the existing literature focuses on academic outcomes of this pedagogy, the intent of this article is to highlight the underlying mechanisms that contribute to its impact (Chan J. Y. and Bauer C. F., (2015), J. Res. Sci. Teach., 52(3), 319–346). Through semi-structured interviews with ten students from a general chemistry course, this qualitative study addresses that gap by investigating how PLTL supports both cognitive and affective dimensions of learning, particularly in relation to sense of belonging and self-efficacy. Through detailed analysis of student reflections, our findings reveal that key mechanisms such as peer explanation, collaborative learning, and the development of a sense of belonging work together to create a supportive and interactive learning environment. By highlighting the how and why of PLTL's impact, the study offers valuable insights for educators seeking to design peer-led instructional models as a site for epistemological and identity development in STEM.