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Article
Student Engagement and Examination Performance in a Team-Based Learning Course
Journal of Nursing Education
  • Heidi A. Mennenga, South Dakota State University; University of Nevada, Las Vegas
Document Type
Article
Publication Date
8-1-2013
Disciplines
Abstract
With calls for innovation in nursing education from national bodies of nursing, nurse educators must determine the best teaching strategies to meet educational standards. Team-based learning (TBL), an innovative teaching strategy, offers educators a structured, student-centered learning environment. The purpose of this study was to compare TBL and traditional lecture (a commonly used teaching method) in regard to student engagement and performance on examinations. In addition, the relationship between student engagement and examination scores was examined. Findings showed significant differences in student engagement (p < 0.001). Analysis of examination scores indicated a significant effect within participants (p < 0.001). Mixed findings were found regarding the relationship between student engagement and examination scores. This research contributes to the body of knowledge related to TBL and suggests this teaching strategy is, at minimum, equally as effective as traditional lecture.
DOI of Published Version
10.3928/01484834-20130718-04
Publisher
SLACK Inc
Rights
Copyright © 2013 SLACK
Citation Information
Heidi A. Mennenga. "Student Engagement and Examination Performance in a Team-Based Learning Course" Journal of Nursing Education Vol. 52 Iss. 8 (2013) p. 475 - 479
Available at: http://works.bepress.com/heidi-mennenga/10/