Team-Based Learning Effects on Standardized Test Scores and Student Reactions

Authors

Ion Juvina, Wright State University - Main CampusFollow
Deborah L. Ulrich
Tracy Brewer
Deborah Steele-Johnson
Elizabeth Peyton
Crystal Hammond

Document Type

Article

Publication Date

2017

Find this in a Library

Catalog Record

Abstract

We examined the effects of team-based learning (TBL) versus traditional and enhanced lecture-based instruction over time (Study 1; N = 532 nursing students) and the psychometric properties of the Team Based Learning Student Assessment Instrument (TBL-SAI), a popular measure of reactions to TBL (Study 2; N = 323 nursing and medical students). Results indicated that TBL instruction resulted in higher standardized test scores than did lecture-based instruction. However, classes using enhanced lecture, a simpler active-learning strategy, had results similar to classes using TBL. Also, the results supported the expected multidimensional structure underpinning the TBL-SAI (Mennenga, 2010, 2012) as well as supported the use of a shorter yet reliable version of the TBL-SAI. Finally, results suggested that student perceptions of and reactions to TBL may play a lesser role in student outcomes than researchers expected.

Repository Citation

Juvina, I., Ulrich, D. L., Brewer, T., Steele-Johnson, D., Peyton, E., & Hammond, C. (2017). Team-Based Learning Effects on Standardized Test Scores and Student Reactions. Journal on Excellence in College Teaching, 28 (2), 133-165.
https://corescholar.libraries.wright.edu/psychology/562