The Effect of Team‐Based Learning on Student Attitudes and Satisfaction

Abstract

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.

Generic skills development and satisfaction with groupwork among business students

“…The finding of the current study of a link between perceived improvement in professional skills and students' satisfaction with groupwork is also consistent with the study by Reinig et al (2011).…”

“…Reinig et al (2011) noted that perceptions of skill acquisition at the end of group projects may have a positive influence on students' satisfaction with their learning. Similarly, noted that student perceptions of working in teams are a key issue in engaging students in teamwork in the higher education sector.…”

Transformational Teaching: Theoretical Underpinnings, Basic Principles, and Core Methods

“…Changing even this one feature of a course may in fact enhance multiple educational outcomes. For example, several studies have found that students who take exams with a partner or in the context of a team perform better on exams, feel less anxious and more confident during exams, and report having learned more from the course than students who take exams by themselves (e.g., Kapitanoff 2009; Reinig et al . 2011; Zimbardo et al .…”

Does attitude towards one's group impact student performance in a team-exam environment? A longitudinal analysis

“…What we discovered was that while performance initially contributed to SO and SP, although not to SG, by the end of the semester satisfaction with process and outcome, as well as group, were determined almost exclusively, and anchored in, prior satisfaction levels (Reinig et al, 2011b). Impressions, however, are one thing and facts are another, and this led us to develop an instrument allowing us to study formally and longitudinally student satisfaction with group work, their satisfaction with the RAP in particular as a learning method, and their perceptions as to how its use contributed to the development of their professional skills (PS).…”