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Assessing gains from team-based learning in microeconomics.

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Titel: Assessing gains from team-based learning in microeconomics.
Autoren: Espey, Molly1 (AUTHOR) mespey@clemson.edu, Gorry, Devon1 (AUTHOR)
Quelle: Journal of Economic Education. Oct2025, p1-13. 13p.
Schlagwörter: *MICROECONOMICS, TEAM learning approach in education, ACTIVE learning, CRITICAL thinking, TEACHING methods, STUDENT attitudes, ACADEMIC achievement, COLLABORATIVE learning
Abstract: AbstractThe authors of this study analyze the effects of team-based learning (TBL) relative to an alternative active learning environment through an experiment that randomizes classes into different types of instruction with the same professor. Lectures, homework, exams, and in-class activities are identical for each course. Students in the TBL courses work in assigned teams of five to seven individuals throughout the semester. Students in the non-TBL courses are encouraged but not required to work with others. Results indicate no significant differences in academic performance. However, students in TBL classes expressed significantly more positive attitudes about working with others at the end of the courses relative to those in non-TBL classes. Additionally, TBL students indicated greater improvements in certain critical thinking skills than non-TBL students. [ABSTRACT FROM AUTHOR]
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Datenbank: Business Source Index
Beschreibung
Abstract:AbstractThe authors of this study analyze the effects of team-based learning (TBL) relative to an alternative active learning environment through an experiment that randomizes classes into different types of instruction with the same professor. Lectures, homework, exams, and in-class activities are identical for each course. Students in the TBL courses work in assigned teams of five to seven individuals throughout the semester. Students in the non-TBL courses are encouraged but not required to work with others. Results indicate no significant differences in academic performance. However, students in TBL classes expressed significantly more positive attitudes about working with others at the end of the courses relative to those in non-TBL classes. Additionally, TBL students indicated greater improvements in certain critical thinking skills than non-TBL students. [ABSTRACT FROM AUTHOR]
ISSN:00220485
DOI:10.1080/00220485.2025.2577352