The effects of team-based learning on student achievement in science
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Date
2017
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Montana State University - Bozeman, College of Letters & Science
Abstract
Student preparedness for a global and increasingly dynamic future is used as a lens to gauge teachers' effectiveness in the classroom. Collaboration fostering 21st century skills is reviewed, with the importance on student engagement, critical thinking, habits of learning, and making students' thinking visible through dialogue. The teachers' role in facilitating collaborative learning can make the experience a tremendous success or, if done incorrectly, can lead to worse results than teacher-focused lectures. Studies have shown that student discourse that focuses on thinking, explanations, and possible solutions are paramount to deeper, more meaningful learning; collaboration is ineffective when student discussion is fixed to answers. Team-based learning with frequent low-stake quizzes has been found to increase student comprehension. The time is takes students to receive the feedback is paramount to the effectiveness of the quizzes. It's argued that for team-based learning to be effective, there must be a high level of student accountability and meaningful group rewards. Students will allow others to do their work for them if allowed, and the group effort, both on quizzes and in other activities, should be seen as a reward of the individual's effort.