Quantitative analysis of the effectiveness of team-based learning on mathematics undergraduates

Collaborative Learning is an emerging teaching strategy that uses group work as a tool for understanding and processing knowledge. Team-Based Learning, a type of Collaborative Learning strategy, achieves this goal through a structured process conceived by Larry Michaelson in the 1970s (Michaelson, S...

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Main Author: Amrita, Sridhar Narayanan
Other Authors: Fedor Duzhin
Format: Final Year Project
Language:English
Published: 2019
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Online Access:http://hdl.handle.net/10356/77166
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Institution: Nanyang Technological University
Language: English
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spelling sg-ntu-dr.10356-771662023-02-28T23:13:43Z Quantitative analysis of the effectiveness of team-based learning on mathematics undergraduates Amrita, Sridhar Narayanan Fedor Duzhin School of Physical and Mathematical Sciences DRNTU::Science::Mathematics Collaborative Learning is an emerging teaching strategy that uses group work as a tool for understanding and processing knowledge. Team-Based Learning, a type of Collaborative Learning strategy, achieves this goal through a structured process conceived by Larry Michaelson in the 1970s (Michaelson, Sweet & Parmalee, 2009). With TBL’s popularity increasing in the past decade, many educational researchers evaluate its effectiveness through basic statistical analysis or apply qualitative methodologies to gain an in-depth perspective on its structural merits and demerits. However, there is a lack of extensive quantitative analyses of the TBL approach as the researchers might not be familiar with other data analysis methods. Hence, this thesis aims to develop data analysis techniques to extract value from non-experimental data collected throughout TBL teaching and learning process that can also be applied by other researchers. The data used in this study is of 400 mathematics undergraduates collected as part of the teaching process of TBL of an Ordinary Differential Equations course in NTU. Probability distributions, numerical simulations and regression modelling were the diverse mathematical approaches adopted in analyzing the data. It was observed that the team scores generally ranged higher than individual scores, in line with the philosophy behind the impact of collaboration on learning. Students were proven to have improved their communication throughout the course, with communication playing a factor in the higher group. A correlation between the difficulty level of the content and high individual scores was also found, highlighting potential flaws in applying TBL at a higher-order level. From these findings, it is evident that the benefits of TBL to mathematics undergraduates can be quantitatively justified. Therefore, this study is significant for education researchers as they could apply the techniques explained to their studies as well. Bachelor of Science in Mathematical Sciences 2019-05-14T13:28:25Z 2019-05-14T13:28:25Z 2019 Final Year Project (FYP) http://hdl.handle.net/10356/77166 en 44 p. application/pdf
institution Nanyang Technological University
building NTU Library
continent Asia
country Singapore
Singapore
content_provider NTU Library
collection DR-NTU
language English
topic DRNTU::Science::Mathematics
spellingShingle DRNTU::Science::Mathematics
Amrita, Sridhar Narayanan
Quantitative analysis of the effectiveness of team-based learning on mathematics undergraduates
description Collaborative Learning is an emerging teaching strategy that uses group work as a tool for understanding and processing knowledge. Team-Based Learning, a type of Collaborative Learning strategy, achieves this goal through a structured process conceived by Larry Michaelson in the 1970s (Michaelson, Sweet & Parmalee, 2009). With TBL’s popularity increasing in the past decade, many educational researchers evaluate its effectiveness through basic statistical analysis or apply qualitative methodologies to gain an in-depth perspective on its structural merits and demerits. However, there is a lack of extensive quantitative analyses of the TBL approach as the researchers might not be familiar with other data analysis methods. Hence, this thesis aims to develop data analysis techniques to extract value from non-experimental data collected throughout TBL teaching and learning process that can also be applied by other researchers. The data used in this study is of 400 mathematics undergraduates collected as part of the teaching process of TBL of an Ordinary Differential Equations course in NTU. Probability distributions, numerical simulations and regression modelling were the diverse mathematical approaches adopted in analyzing the data. It was observed that the team scores generally ranged higher than individual scores, in line with the philosophy behind the impact of collaboration on learning. Students were proven to have improved their communication throughout the course, with communication playing a factor in the higher group. A correlation between the difficulty level of the content and high individual scores was also found, highlighting potential flaws in applying TBL at a higher-order level. From these findings, it is evident that the benefits of TBL to mathematics undergraduates can be quantitatively justified. Therefore, this study is significant for education researchers as they could apply the techniques explained to their studies as well.
author2 Fedor Duzhin
author_facet Fedor Duzhin
Amrita, Sridhar Narayanan
format Final Year Project
author Amrita, Sridhar Narayanan
author_sort Amrita, Sridhar Narayanan
title Quantitative analysis of the effectiveness of team-based learning on mathematics undergraduates
title_short Quantitative analysis of the effectiveness of team-based learning on mathematics undergraduates
title_full Quantitative analysis of the effectiveness of team-based learning on mathematics undergraduates
title_fullStr Quantitative analysis of the effectiveness of team-based learning on mathematics undergraduates
title_full_unstemmed Quantitative analysis of the effectiveness of team-based learning on mathematics undergraduates
title_sort quantitative analysis of the effectiveness of team-based learning on mathematics undergraduates
publishDate 2019
url http://hdl.handle.net/10356/77166
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