Team-Based Learning Improves Course Outcomes in Introductory Psychology

This study investigated the influence of team-based learning (TBL) methods on exam performance and student satisfaction in an introductory psychology class. Fifteen instructors teaching 29 sections (with a combined enrollment of approximately 1,130 students) were randomly assigned to use TBL for 7 o...

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Bibliographic Details
Published in:Teaching of psychology 2016-04, Vol.43 (2), p.99-107
Main Authors: Travis, Lisa L., Hudson, Nathan W., Henricks-Lepp, Genevieve M., Street, Whitney S., Weidenbenner, Jennifer
Format: Article
Language:English
Subjects:
Cooperative Learning
Correlation
Instructional Effectiveness
Intermode Differences
Introductory Courses
Learning
Lecture Method
Participant Satisfaction
Performance Based Assessment
Psychology
Student Attitudes
Student Surveys
Students
Teaching Methods
Teamwork
Undergraduate Students
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Summary:This study investigated the influence of team-based learning (TBL) methods on exam performance and student satisfaction in an introductory psychology class. Fifteen instructors teaching 29 sections (with a combined enrollment of approximately 1,130 students) were randomly assigned to use TBL for 7 of 12 major topics or to use lecture. All students took the same midterm and final exams and completed midsemester and end-of-semester satisfaction surveys. Multilevel logistic models revealed that across both exams, students in the TBL sections performed significantly better on items that tested content covered in the TBL modules. In terms of the overall course satisfaction, there was no difference between the students taught via TBL versus lecture. These findings suggest that TBL is more effective than lecture in contributing to learning among introductory psychology students—without negatively impacting course satisfaction.
ISSN:0098-6283
1532-8023
DOI:10.1177/0098628316636274