Extending Peer-Led Team Learning To Management Education: the Effects on Achievement, Critical Thinking, and Interest

dc.authorid Cigdemoglu, Ceyhan/0000-0001-5389-5790
dc.authorscopusid 57445725800
dc.authorscopusid 57445290800
dc.authorscopusid 54787397100
dc.contributor.author Tuzlukaya, Sule
dc.contributor.author Sahin, Neriman Gonca Guzel
dc.contributor.author Cigdemoglu, Ceyhan
dc.contributor.other Tourism Management
dc.contributor.other Public Relations and Advertising
dc.contributor.other Business
dc.date.accessioned 2024-07-05T15:17:57Z
dc.date.available 2024-07-05T15:17:57Z
dc.date.issued 2022
dc.department Atılım University en_US
dc.department-temp [Tuzlukaya, Sule; Sahin, Neriman Gonca Guzel; Cigdemoglu, Ceyhan] Atilim Univ, Sch Business, Room 311 Kizilcasar Mahallesi, Ankara, Turkey en_US
dc.description Cigdemoglu, Ceyhan/0000-0001-5389-5790 en_US
dc.description.abstract As an attempt to extend the implementation of peer-led team learning to management education, this study proposes to investigate business students' achievement, critical thinking skills, and interest in learning environment across academic ability groups and attitudes towards team leaders. Using a one-shot pre/post experimental design, 108 conveniently selected students participated in the treatment throughout ten weeks. Researchers collected data using the critical thinking scale and interest scales both at the beginning and at the end of the treatment. In addition, students' course achievement is used as a dependent variable. To answer research questions, paired-samples t-test, one-way repeated measure analysis of variance (ANOVA), and multivariate analysis of variance (MANOVA) were used. Results indicate that the mean scores of achievement are significantly different for different ability group students and different levels of attitudes towards team leaders. Besides, students' interest scores increased at the end of the implementation; however, their scores on critical thinking skills decreased. Further studies are suggested to consider these issues in implementing peer-led team learning in social science courses. en_US
dc.identifier.citationcount 4
dc.identifier.doi 10.1016/j.ijme.2022.100616
dc.identifier.issn 1472-8117
dc.identifier.issn 2352-3565
dc.identifier.issue 2 en_US
dc.identifier.scopus 2-s2.0-85124304939
dc.identifier.scopusquality Q1
dc.identifier.uri https://doi.org/10.1016/j.ijme.2022.100616
dc.identifier.uri https://hdl.handle.net/20.500.14411/1815
dc.identifier.volume 20 en_US
dc.identifier.wos WOS:000760354300004
dc.identifier.wosquality Q1
dc.institutionauthor Şahin, Neriman Gonca Güzel
dc.institutionauthor Çiğdemoğlu, Ceyhan
dc.institutionauthor Tuzlukaya, Şule
dc.language.iso en en_US
dc.publisher Elsevier Sci Ltd en_US
dc.relation.publicationcategory Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı en_US
dc.rights info:eu-repo/semantics/closedAccess en_US
dc.scopus.citedbyCount 5
dc.subject Peer-led team learning en_US
dc.subject Business education en_US
dc.subject Achievement en_US
dc.subject Critical thinking skills en_US
dc.subject Interest en_US
dc.subject Higher education en_US
dc.title Extending Peer-Led Team Learning To Management Education: the Effects on Achievement, Critical Thinking, and Interest en_US
dc.type Article en_US
dc.wos.citedbyCount 3
dspace.entity.type Publication
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