Again I am late to the game... your comment about the lowest quartile getting the biggest bump... some years ago I read about "tracking" in K-12 (I never worked in k-12 however. I am in business). When they tracked the top track learned more and the bottom
track learned less. When they didn't track, the top group learned less but the bottom group was pulled up. I am wondering if that would be a similar underlying process - active exposure to top performing students (eg in teams in this case) pulls up the bottom.
I have long since forgotten the reasons for the K-12 findings but they might dove tail.
Hi
I can look it up on Monday
There is probably the first study by Paul Haidet and others at Boonshoft....it was a 2nd year Pathology course...one section lecture on section TBL...TBL won but interestingly (or nor surprisingly) student preferred lecture even when they knew TBL would
help them learn more and get higher grades
I also think it was the study that showed the lowest quartile get the biggest bump
Jim
Visit my TBL website at www.learntbl.ca
_______________________________________
Jim Sibley and Amanda Bradley
106-2575 West 4th Ave.
Vancouver, BC
Canada
h 604-564-1043
w 604-822-9241
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Has anyone conducted a study of TBL versus (active) lecture courses taught by the same instructor during the same semester? Not comparing parts of a course, but entire course TBL versus entire course more traditional lecture interspersed
with activities done individually (or with others but not in organized teams). Besides academic performance in the class, what other instruments have been used to measure TBL versus lecture differences?
Molly Espey, Professor
John E. Walker Dept. of Economics
312H Wilbur O. and Ann Powers Hall
Clemson, SC 29634
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