The research described by Lydia Tien, Vicki Roth, and Jack Kampmeier (J. Res. Sci. Teach. 2002, 39, 606-632) clearly suggests that peer-led team learning workshops in the organic chemistry course studied both increased the level of student achievement and increased the retention of students in the course. The benefit appears to apply to all groups, regardless of gender or ethnicity.
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Lyle et al. (2003) studied this question.
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