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ERIC Number: EJ1161356
Record Type: Journal
Publication Date: 2017-Nov
Pages: 7
Abstractor: As Provided
ISSN: ISSN-0047-231X
Comparing Student Learning in the Team-Based Learning Classroom with Different Team Reporting Methods
Johnson, Staci Neas
Journal of College Science Teaching, v47 n2 p76-82 Nov 2017
The increase in classroom technology has resulted in the use of clickers and other audience response systems (ARS) for simultaneous reporting of choices in the teambased learning (TBL) classroom. A variety of techniques and practices using ARS technology in TBL courses has been noted. Learning gains in the TBL classroom with ARS reporting has not been previously measured. This study compared the differences in student learning between two types of simultaneous reporting in the TBL classroom: traditional (small dry-erase boards) and technological (Polleverywhere. com). Students from four TBL classes were administered a pre- and postquiz during class periods with TBL application exercises. The team reporting method alternated between traditional and technological methods for each class period. The learning gains as measured by the difference between individual pre- and postexercise quiz grades and its mean were calculated (traditional: x-bar = 0.06 ± 0.36; technological: x-bar = 0.30 ± 0.25) and compared with a paired t-test. A difference in learning was observed (p = 0.05, df = 20) between the two reporting methods. ARS technology may be a useful and positive addition to TBL courses, but further research is needed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A