%0 Journal Article
%T The effect of team
%A David J Osman
%A Elizabeth Swanson
%A Lisa V McCulley
%A Michael Solis
%A Nancy Scammacca Lewis
%J Active Learning in Higher Education
%@ 1741-2625
%D 2019
%R 10.1177/1469787417731201
%X This article reports a synthesis and meta-analysis of intervention studies investigating the effects of team-based learning on content knowledge outcomes. Team-based learning is a particular set of instructional components most often used in higher education classrooms. Authors of team-based learning reviews report that team-based learning improves students¡¯ end of course grades, test performance, and classroom engagement. Students report that team-based learning is interesting, allows for deeper understanding of content, and prepares them more effectively for assessment and course performance. A total of 30 studies were located and synthesized. In total, 17 studies met criteria for a meta-analysis, yielding a mean effect size estimate of 0.55, p£¿<£¿0.001 across all measures. Moderator analysis indicated that group size moderated the magnitude of effect to a statistically significant degree, with smaller group sizes contributing to additional effects. The meta-analysis is followed by a confirmatory synthesis of the remaining 13 studies. Implications for instruction incorporating the use of team-based learning are described
%K content knowledge
%K cooperative learning
%K meta-analysis
%K peer assisted learning
%K team-based learning
%U https://journals.sagepub.com/doi/full/10.1177/1469787417731201