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

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.

KEYWORDS:

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

Disclosure statement

No potential conflict of interest was reported by the authors.

ORCID

Marina Micari http://orcid.org/0000-0001-7968-4107

Pilar Pazos http://orcid.org/0000-0003-4348-7798