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/lp/sage/the-effect-of-team-based-learning-on-content-knowledge-a-meta-analysis-000X1f8ACi
- Publisher
- SAGE
- Copyright
- © The Author(s) 2017
- ISSN
- 1469-7874
- eISSN
- 1741-2625
- DOI
- 10.1177/1469787417731201
- Publisher site
- See Article on Publisher Site
Abstract
This article reports a synthesis and meta-analysis of intervention studies investigating the effects of team-based learning on content knowledge outcomes. Team-based learning is a particular set of instructional components most often used in higher education classrooms. Authors of team-based learning reviews report that team-based learning improves students’ end of course grades, test performance, and classroom engagement. Students report that team-based learning is interesting, allows for deeper understanding of content, and prepares them more effectively for assessment and course performance. A total of 30 studies were located and synthesized. In total, 17 studies met criteria for a meta-analysis, yielding a mean effect size estimate of 0.55, p < 0.001 across all measures. Moderator analysis indicated that group size moderated the magnitude of effect to a statistically significant degree, with smaller group sizes contributing to additional effects. The meta-analysis is followed by a confirmatory synthesis of the remaining 13 studies. Implications for instruction incorporating the use of team-based learning are described.
Journal
Active Learning in Higher Education – SAGE
Published: Mar 1, 2019