Thesis
ASSESSING STUDENT PERFORMANCE IN A MODIFIED TEAM-BASED LEARNING BIOCHEMISTRY COURSE: IMPLICATIONS FOR EXPERIENCES IN GROUPS
Washington State University
Master of Science (MS), Washington State University
05/2024
DOI:
https://doi.org/10.7273/000006982
Abstract
Team-Based Learning (TBL) is a high-intensity active learning practice organized around pre-class preparation, in-class team activities, and mini-lectures. The body of literature accumulated studying TBL indicates it often leads to improved student outcomes on measures like performance, engagement, and motivation compared to traditional lecture. However, some studies of TBL still indicate similar outcomes to traditional lecture or that students’ performance degrades after taking a TBL course. This work seeks to understand modifications to the TBL format, as prescribed by its designers, that may contribute to the varied outcomes observed in the literature and in an example of a TBL course. This thesis characterizes many of the critical components of the TBL format that leads to its effective structure. Then, two articles detailing student performance outcomes from an upper-division biochemistry course using TBL are shared. In the first article, the adaptations that contributed to the success of the TBL course transitioning to online delivery are shared, as well as findings that indicate student performance was similar in the virtual environment and the face-to-face environment. In the second, student
performance from the course is analyzed again, in a disaggregated fashion, and the findings show that students’ performance in the course was similar across demographic backgrounds. The work uses the Fidelity of Implementation and Identities in Context theoretical frameworks to understand the adaptations that contributed to these student performance outcomes. Components of TBL contributing to students’ work in groups, which were adapted by the instructors of the course to encourage positive group environments, may have enhanced students’ experiences in the course. If more students, especially those from historically marginalized backgrounds, experienced belonging in the course, that may explain the encouraging student performance outcomes that were observed.
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Details
- Title
- ASSESSING STUDENT PERFORMANCE IN A MODIFIED TEAM-BASED LEARNING BIOCHEMISTRY COURSE
- Creators
- Jacob Woodbury
- Contributors
- Erika Offerdahl (Chair)Andy Cavagnetto (Committee Member)Jennifer Watts (Committee Member)Martina Ederer (Committee Member)
- Awarding Institution
- Washington State University
- Academic Unit
- School of Molecular Biosciences
- Theses and Dissertations
- Master of Science (MS), Washington State University
- Publisher
- Washington State University
- Number of pages
- 135
- Identifiers
- 99901125239701842
- Language
- English
- Resource Type
- Thesis