Beyond Scores: Early Findings on TBL's Impact in Engineering Education

This paper presents the preliminary findings of an ongoing study investigating the influence of Team-Based Learning (TBL) on the academic performance of engineering students, particularly its impact on their grasp of subject matter and ability to solve real-world problems. Quantitative data analysis explored correlations between students' entry-level academic scores and their performance in a course incorporating TBL. The initial results suggest that there is no significant correlation, indicating that entry scores may not predict success in this TBL-integrated course. The analysis coverages multiple academic years, offering a comprehensive perspective on how trends and outcomes evolve over time. This study contributes to the discourse on effective educational practices in engineering education by examining the potential of TBL to enhance learning outcomes. Given the study's ongoing nature, these findings are provisional but pave the way for more detailed future analyses.

Keywords

Team-Based Learning (TBL) Academic performance Engineering Education Statistical Analysis

URI

http://hdl.handle.net/10400.22/29587

Citation

Sena-Esteves, M.T., Ribeiro, M., Morais, C., Brás-Pereira, I., Guedes, A., Soares, F. & Leão, C.L. (2024, October 23-25). Beyond Scores: Early Findings on TBL's Impact in Engineering Education [Paper presentation]. 12th International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM 2024), Alicante, Spain.