We examined student attitudes toward a team-based learning method known as the readiness assurance process encompassing team exams to model how student satisfaction is initially shaped and subsequently changed over time as a function of scholastic performance and perceived development of professional skills (PS). We found that students were generally positively disposed toward the learning method and recognized its benefits in terms of developing teamwork skills. A regression analysis of student responses to an instrument distributed directly after each of four quizzes given over the course of a semester leads to the inferences that satisfaction with the method depends minimally upon the immediate feedback provided by student performance on a quiz and more critically upon student perceptions of how it has enhanced their PS. There is also shown to be a strong carryover effect in satisfaction with the method in successive uses. The results suggest that student attitudes are shaped by multiple, high-level goals, and not just scholastic performance. The study also evidences the need to study learning interventions over multiple uses rather than through a one-shot design.
Satisfaction with group work is an important and frequently studied phenomenon that often determines whether a new tool, technology, or method is successfully implemented in an organization. We report on a longitudinal study of small groups which used regression to model how satisfaction with the process, outcome, and group evolves over multiple sessions as a function of performance measures and prior satisfaction levels. The results indicated that current performance contributed less to satisfaction as the study proceeded and by the end of the study period satisfaction with the process and outcomes were determined almost exclusively by prior satisfaction levels. In general, the conclusions were dependent on the point in time at which the analysis was conducted and on the object of satisfaction under consideration. The results highlight the importance of longitudinal studies, rather than one-shot approaches, for understanding individual satisfaction with group work.
Accounting educators and agencies have sought to incorporate team learning activities into conventional learning methods. The readiness-assurance process (RAP) of team learning, in which students take quizzes first as individuals and second as members of student teams, has been shown to be effective in this regard. We analyse the RAP with a fixed-effects regression model to identify the factors that contribute to performance improvement and we use ordered logit regression to estimate, probabilistically, switching behaviour within student teams. A longitudinal study was conducted over the course of a semester in which 101 undergraduate accounting students, comprising 22 teams, completed six quizzes. Within-team knowledge disparity was shown to be a significant indicator of performance improvement, and individuals appeared more likely to switch their answers after the first quiz. There were no significant effects for either performance or switching associated with demographic measures of sex and English fluency. Implications for accounting educators are discussed.Team learning, readiness-assurance process, student teams, group-performance measurements, group-structure effects,
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