School of Molecular Biosciences, Washington State University, Pullman, WA 99163.
CBE Life Sci Educ. 2024 Sep;23(3):ar39. doi: 10.1187/cbe.24-02-0090.
Team-based learning (TBL) is a highly intense active learning pedagogy that uses a cycle of preclass preparation, formative assessment for readiness, mini-lectures, and complex team exercises. Consistent with the literature on active learning, prior research on TBL consistently shows its benefits for student outcomes as compared with previous lecture. However, little work has examined student outcomes disaggregated by demographic variable. We analyzed assessment and student demographic data (i.e., binary gender, racial/ethnic group, generational status) in three semesters of TBL in an upper-division biochemistry course to understand the degree to which performance could be predicted by student demographics. We use theoretical and empirical research from social psychology to hypothesize that the intense interpersonal interactions of TBL could activate psychological threats, the effects of which would be measurable as differences in student performance that correlate with demographic variables. Our regression analysis did not support this hypothesis. This null result invites a deeper discussion on how we measure the potential effects of active learning on student outcomes, particularly given how important it is to account for intersectional and invisible identities.
团队学习（TBL）是一种高强度的主动学习教学法，它采用课前准备、预备性形成性评估、小型讲座和复杂团队练习的循环。与主动学习文献一致，先前关于 TBL 的研究一致表明，与之前的讲座相比，它对学生成绩有好处。然而，很少有工作研究按人口统计学变量划分的学生成绩。我们分析了 TBL 在三个学期的评估和学生人口统计学数据（即二元性别、种族/族裔群体、代际地位），以了解学生人口统计学特征在多大程度上可以预测表现。我们使用社会心理学的理论和实证研究来假设 TBL 的激烈人际互动可能会引发心理威胁，其影响可以通过与人口统计学变量相关的学生表现差异来衡量。我们的回归分析不支持这一假设。这一零结果邀请我们更深入地讨论如何衡量主动学习对学生成绩的潜在影响，特别是考虑到考虑交叉和无形身份是多么重要。
