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Peer-Led Team Learning has been in use in Introductory Biology and Introductory Chemistry since Fall 1999 at the University of Portland. Its effect on improved conceptual understanding, retention of students, and improvement in study skills will be discussed. An ancillary, but no less important benefit in the development of interest in science teaching among the peer leaders, is also addressed.
Tenney et al. (Wed,) studied this question.
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