Advertisement

Springer Nature is making Coronavirus research free. View research | View latest news | Sign up for updates

Student Demographics and the Impact of Team-Based Learning

  • 347 Accesses

  • 3 Citations

Abstract

The use of active learning strategies has frequently been suggested as a way of helping disadvantaged students bridge the achievement gap as all of the usual advantages of active learning (more hands-on nature, focus on problem solving and critical thinking, etc.) are seen as particularly important to this group. This paper examines differences in student outcomes and experiences with Team-Based Learning (TBL) on the basis of several demographic characteristics (age, gender, race/ethnicity, and socioeconomic status). The study population includes students in principles-level economics courses and undergraduate and Master of Business Administration (MBA)-level quantitative methods courses at a mid-sized state university. We find a small, significant improvement in learning outcomes for low-income and minority students when compared to others. We also document several differences in the subjective experiences of minority and low-income students with TBL-based courses.

This is a preview of subscription content, log in to check access.

References

  1. Brownell, S., Kloser, M., Fukami, T., & Shavelson, R. (2013). Context matters: volunteer bias, small sample size and value of comparison groups in the assessment of research-based undergraduate introduction to biology lab courses. Journal of Microbiology Education, 14, 176–182.

  2. Caldwell, G. P., & Ginther, D. W. (1996). Differences in learning styles of low socioeconomic status for low and high achievers. Education, 117(1), 141.

  3. Carnoy, M. & Rothstein R. (2013). What do international tests really show about the performance of US students? Economic Policy Institute January 28, 2013 http://www.epi.org/publication/us-student-performance-testing/.

  4. Eddy, S., & Hogan, K. (2014). Getting under the hood: How and for whom does increasing course structure work? Life Sciences Education, 13, 453–468.

  5. Espey, M. (2012). Team-based learning in economics: A Pareto-improvement. In M. Sweet & L. K. Michaelson (Eds.), Team-based learning in the social studies and humanities: Group work that works to generate critical thinking and engagement (pp. 99–112). Sterling: Stylus Publishing.

  6. Haak. (2011). Increased structure and active learning reduce the achievement gap in introductory biology. Science, 332, 1213–16.

  7. Haidet, P., Kubitz, K., & McCormack, W. T. (2014). Analysis of the team-based learning literature: TBL comes of age. Journal on Excellence in College Teaching, 25, 303–333.

  8. Hettler, P. (2006). “The effectiveness of team-based learning in building content knowledge and problem solving skills in principles of macroeconomics,” presented at the 2006 ASSA conference, http://www.aeaweb.org/assa/2006/0107_1430_1310.pdf.

  9. Imazeki, J. (2015). “Getting students to do economics: An introduction to team-based learning”. International Advances in Economic Research.

  10. Kim, H. (2002). We talk, therefore we think? a cultural analysis of the effect of talking on thinking. Journal of Personality and Social Psychology, 94, 32–47.

  11. Michaelsen, L., Bauman-Knight, A., & Fink, D. (2002). Team-based learning: A transformative use of small groups in college teaching. Sterling: Stylus Publishing.

  12. Opdecam, E., & Everaert, P. (2012). Improving student satisfaction in a first-year undergraduate accounting course by team learning. Issues in Accounting Education, 27(1), 53–82.

  13. Paulson, D. & Faust J. Active learning in the college classroom. http://web.calstatela.edu/dept/chem/chem2/Active/ retrived May 10, 2014.

  14. Peterson, S. E., & Miller, J. A. (2004). Comparing the quality of students’ experiences during cooperative learning and large-group instruction. The Journal of Educational Research, 97(3), 123–134.

  15. Petrilli, M. (2013). The Diversity Dilemma. Educational Leadership, 70(8), 44–8.

  16. Rivard, L. P. (2004). Are language-based activities in science effective for all students, including low achievers? Science Education, 88(3), 420–442.

  17. Stephens, N., Fryberg, S., Markus, H., & Johnson, C. (2012). Unseen disadvantage: how American universities’ focus on independence undermines the academic performance of first-generation college students. Journal of Personality and Social Psychology, 102, 1178–1197.

Download references

The author acknowledges Keri Potter for capable research assistance related to this project and the participants at the 76th International Atlantic Economic Conference,Philadelphia, PA, October 10-13, 2013, for helpful suggestions on an earlier draft.

Author information

Correspondence to Paul L. Hettler.

Rights and permissions

Reprints and Permissions

About this article

Verify currency and authenticity via CrossMark

Cite this article

Hettler, P.L. Student Demographics and the Impact of Team-Based Learning. Int Adv Econ Res 21, 413–422 (2015). https://doi.org/10.1007/s11294-015-9539-7

Download citation

JEL Classification

  • A20

Keywords

  • Economics pedagogy
  • Team-based learning
  • Active learning strategies
  • Demographics