Comparing Student Learning in the Team-Based Learning Classroom With Different Team Reporting Methods

Abstract

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: = 0.06 ± 0.36; technological: >: = 0.30 ± 0.25) and compared with a paired t-test. A difference in learning was observed (p = .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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Notes on contributors

Staci Neas Johnson

Staci Neas Johnson([email protected]) is an assistant professor of biology in the Science Division at Southern Wesleyan University in Central, South Carolina.