How cognitive engagement fluctuates during a team-based learning session and how it predicts academic achievement

The objective of the paper is to report findings of two studies that attempted to find answers to the following questions: (1) What are the levels of cognitive engagement in TBL? (2) Are there differences between students who were more exposed to TBL than students who were less exposed to TBL? (3) T...

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Main Authors: Rotgans, Jerome Ingmar, Schmidt, Hendricus Gerard, Rajalingam, Preman, Wong, Joey Ying Hao, Canning, Claire Ann, Ferenczi, Michael Alan, Low-Beer, Naomi
Other Authors: Lee Kong Chian School of Medicine (LKCMedicine)
Format: Article
Language:English
Published: 2018
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Online Access:https://hdl.handle.net/10356/87044
http://hdl.handle.net/10220/44286
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Institution: Nanyang Technological University
Language: English
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spelling sg-ntu-dr.10356-870442020-11-01T05:11:14Z How cognitive engagement fluctuates during a team-based learning session and how it predicts academic achievement Rotgans, Jerome Ingmar Schmidt, Hendricus Gerard Rajalingam, Preman Wong, Joey Ying Hao Canning, Claire Ann Ferenczi, Michael Alan Low-Beer, Naomi Lee Kong Chian School of Medicine (LKCMedicine) Academic Achievement Cognitive Engagement The objective of the paper is to report findings of two studies that attempted to find answers to the following questions: (1) What are the levels of cognitive engagement in TBL? (2) Are there differences between students who were more exposed to TBL than students who were less exposed to TBL? (3) To which extent does cognitive engagement fluctuate as a function of the different activities involved in TBL? And (4) How do cognitive engagement scores collected over time correlate with each other and with academic achievement? The studies were conducted with Year-1 and -2 medical students enrolled in a TBL curriculum (N = 175, 62 female). In both studies, six measurements of cognitive engagement were taken during the distinct TBL activities (preparation phase, individual/team readiness assurance test, burning questions, and application exercises). Data were analysed by means of one-way repeated-measures ANOVAs and path modelling. The results of the repeated-measures ANOVA revealed that cognitive engagement systematically fluctuated as a function of the distinct TBL activities. In addition, Year-1 students reported significantly higher levels of cognitive engagement compared to Year-2 students. Finally, cognitive engagement was a significant predictor of performance (β = .35). The studies presented in this paper are a first attempt to relate the different activities undertaken in TBL with the extent to which they arouse cognitive engagement with the task at hand. Implications of these findings for TBL are discussed. Accepted version 2018-01-09T08:58:56Z 2019-12-06T16:33:54Z 2018-01-09T08:58:56Z 2019-12-06T16:33:54Z 2017 Journal Article Rotgans, J. I., Schmidt, H. G., Rajalingam, P., Wong, J. Y. H., Canning, C. A., Ferenczi, M. A., et al. How cognitive engagement fluctuates during a team-based learning session and how it predicts academic achievement. Advances in Health Sciences Education,23(2), 339-351. 1382-4996 https://hdl.handle.net/10356/87044 http://hdl.handle.net/10220/44286 10.1007/s10459-017-9801-2 en Advances in Health Sciences Education © 2017 Springer Science+Business Media B.V. This is the author created version of a work that has been peer reviewed and accepted for publication by Advances in Health Sciences Education, Springer Science+Business Media B.V. It incorporates referee’s comments but changes resulting from the publishing process, such as copyediting, structural formatting, may not be reflected in this document. The published version is available at: [http://dx.doi.org/10.1007/s10459-017-9801-2]. 28 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 Academic Achievement
Cognitive Engagement
spellingShingle Academic Achievement
Cognitive Engagement
Rotgans, Jerome Ingmar
Schmidt, Hendricus Gerard
Rajalingam, Preman
Wong, Joey Ying Hao
Canning, Claire Ann
Ferenczi, Michael Alan
Low-Beer, Naomi
How cognitive engagement fluctuates during a team-based learning session and how it predicts academic achievement
description The objective of the paper is to report findings of two studies that attempted to find answers to the following questions: (1) What are the levels of cognitive engagement in TBL? (2) Are there differences between students who were more exposed to TBL than students who were less exposed to TBL? (3) To which extent does cognitive engagement fluctuate as a function of the different activities involved in TBL? And (4) How do cognitive engagement scores collected over time correlate with each other and with academic achievement? The studies were conducted with Year-1 and -2 medical students enrolled in a TBL curriculum (N = 175, 62 female). In both studies, six measurements of cognitive engagement were taken during the distinct TBL activities (preparation phase, individual/team readiness assurance test, burning questions, and application exercises). Data were analysed by means of one-way repeated-measures ANOVAs and path modelling. The results of the repeated-measures ANOVA revealed that cognitive engagement systematically fluctuated as a function of the distinct TBL activities. In addition, Year-1 students reported significantly higher levels of cognitive engagement compared to Year-2 students. Finally, cognitive engagement was a significant predictor of performance (β = .35). The studies presented in this paper are a first attempt to relate the different activities undertaken in TBL with the extent to which they arouse cognitive engagement with the task at hand. Implications of these findings for TBL are discussed.
author2 Lee Kong Chian School of Medicine (LKCMedicine)
author_facet Lee Kong Chian School of Medicine (LKCMedicine)
Rotgans, Jerome Ingmar
Schmidt, Hendricus Gerard
Rajalingam, Preman
Wong, Joey Ying Hao
Canning, Claire Ann
Ferenczi, Michael Alan
Low-Beer, Naomi
format Article
author Rotgans, Jerome Ingmar
Schmidt, Hendricus Gerard
Rajalingam, Preman
Wong, Joey Ying Hao
Canning, Claire Ann
Ferenczi, Michael Alan
Low-Beer, Naomi
author_sort Rotgans, Jerome Ingmar
title How cognitive engagement fluctuates during a team-based learning session and how it predicts academic achievement
title_short How cognitive engagement fluctuates during a team-based learning session and how it predicts academic achievement
title_full How cognitive engagement fluctuates during a team-based learning session and how it predicts academic achievement
title_fullStr How cognitive engagement fluctuates during a team-based learning session and how it predicts academic achievement
title_full_unstemmed How cognitive engagement fluctuates during a team-based learning session and how it predicts academic achievement
title_sort how cognitive engagement fluctuates during a team-based learning session and how it predicts academic achievement
publishDate 2018
url https://hdl.handle.net/10356/87044
http://hdl.handle.net/10220/44286
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