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Disciplinary and Interdisciplinary Science Education Research
Fig. 2 | Disciplinary and Interdisciplinary Science Education Research

Fig. 2

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. 2

Impact of Role Model Status on Student Learning Outcomes. BIO 121 students enrolled in Peer Led Team Learning who considered their peer leaders to be a role model also reported significantly higher self-assessed learning gains (Panel b; dots are jittered for readability), while no significant differences were found in final course grade between students who viewed their peer leaders as a role model and students who did not (Panel a; p = .254)

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