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.
Purpose
– Public libraries can benefit from understanding the perspectives of various stakeholders leading to the development of measures for decision making and competing for funding as well as demonstrating accountability. The purpose of this paper is to examine library effectiveness from the perspective of multiple stakeholders from a list of indicators pertinent to today and to determine which are most important to a constituency of a single library and any differences among the various constituencies.
Design/methodology/approach
– A survey that listed indicators of effectiveness for a public library was given to four stakeholder groups of a city library: employees, library board, library foundation members, and the public.
Findings
– Of the 51 indicators, 39 comprised eight dimensions of effectiveness under the labels of: user experience, facility, digital collection, social media and board, community use, employees, administration, and collection management. The number of statistically significant differences was greatest between the library board and the public as well as the employees and the public.
Originality/value
– Indicators of public library effectiveness have not been updated for the twenty-first century.
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