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Disciplinary and Interdisciplinary Science Education Research
Fig. 1 | Disciplinary and Interdisciplinary Science Education Research

Fig. 1

From: Peer-led team learning for introductory biology: relationships between peer-leader relatability, perceived role model status, and the potential influences of these variables on student learning gains

Fig. 1

Impact of Peer Leader Relatability on Student Learning Outcomes. Panel a BIO 121 students enrolled in Peer Led Team Learning who indicated they related to their peer leader finished the Introductory Biology course with significantly higher course grades than students who did not relate to their peer leader (p = .045). Panel b Students who related to their peer leader also reported significantly higher self-assessed learning gains than their fellow classmates who did not relate to their peer leaders (dots are jittered for readability)

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