Table 1:
Mean score and percentage of students responding 1–6 (strongly disagree–strongly agree) to items in the quantitative questionnaire (N = 125)
| Item | Percent Responding* | ||||||
|---|---|---|---|---|---|---|---|
| Strongly Disagree | Strongly Agree | Mean Score | |||||
| 1 | 2 | 3 | 4 | 5 | 6 | ||
| Motivation | 5.2 | ||||||
| I prefer TBL to normal lectures | 0.8 | 3.2 | 2.4 | 15.2 | 28.0 | 50.4 | 5.1 |
| TBL strategy motivated me to study hard | 1.9 | 2.8 | 2.8 | 17.6 | 40.7 | 34.3 | 5.4 |
| I look forward to learn again in a TBL course. | 2.4 | 0 | 5.6 | 14.4 | 26.4 | 51.2 | 5.1 |
| TBL challenged me to give my best. | 2.4 | 2.4 | 6.4 | 9.6 | 23.2 | 56.0 | 5.3 |
| I felt sad when I missed a TBL session. | 4.0 | 0 | 4.0 | 1.6 | 32.8 | 57.6 | 4.9 |
| TBL had a positive impact on my learning. | 1.6 | 0.8 | 2.4 | 8.0 | 42.4 | 44.8 | 5.1 |
| Teamwork | 4.1 | ||||||
| TBL helped me learn how to study in a group. | 12.0 | 16.0 | 11.2 | 13.6 | 23.2 | 24.0 | 4.5 |
| I would prefer to be in a mixed gender TBL team. | 16.8 | 18.4 | 8.8 | 4.8 | 7.6 | 3.6 | 3.1 |
| I frequently studied with my colleagues. | 5.6 | 2.4 | 2.4 | 14.4 | 34.4 | 40.8 | 3.5 |
| Discussion during GRATs helped me comprehend better. | 4.0 | 4.8 | 9.6 | 18.4 | 28.0 | 35.2 | 4.9 |
| TBL required more hard work by the students. | 4.0 | 1.6 | 9.6 | 12.0 | 41.6 | 31.2 | 4.7 |
| Learning Objectives | 5.1 | ||||||
| The IRAT was a good test of my knowledge. | 0.8 | 3.2 | 2.4 | 9.6 | 34.4 | 49.6 | 5.0 |
| The course materials were essential for the TBL. | 0.8 | 3.2 | 2.4 | 9.6 | 34.4 | 49.6 | 5.2 |
| I understood the learning objectives of the TBL. | 2.4 | 0.8 | 0.8 | 12.8 | 39.2 | 44.0 | 5.2 |
| I was able to achieve the learning objectives set. | 5.6 | 4.8 | 12.0 | 20.8 | 26.4 | 30.4 | 5.2 |
| Knowledge application | 5.1 | ||||||
| The GRAT was useful for applying knowledge. | 2.4 | 0.8 | 0.8 | 11.2 | 42.4 | 42.4 | 5.1 |
| TBL promoted understanding rather than memorisation. | 3.2 | 0 | 0 | 18.4 | 33.6 | 44.8 | 5.1 |
| TBL made me apply what I learned. | 3.2 | 0.8 | 8.8 | 20.0 | 35.2 | 32.0 | 5.0 |
| Facilitation | 5.0 | ||||||
| The TBL course is well-organised. | 2.4 | 1.6 | 6.4 | 17.6 | 35.2 | 36.8 | 4.9 |
| I was satisfied with this TBL approach. | 0.8 | 3.2 | 2.4 | 14.4 | 44.8 | 34.4 | 5.0 |
| The venue of the TBL was comfortable. | 1.6 | 3.2 | 12.8 | 17.6 | 27.2 | 37.6 | 4.8 |
| The duration of the TBL was just right. | 1.6 | 1.6 | 0 | 13.6 | 18.4 | 64.8 | 5.4 |
Legend: TBL = team-based learning; GRAT = group readiness assurance test; IRAT = individual readiness assurance test