Table 3.
Evaluation of preference for lecture or Team-Based Learning approach (N = 39)
| 1: Traditional lecture | 2: Team-Based learning | 1 vs 2 Significance, Wilcoxon test |
||||
|---|---|---|---|---|---|---|
| Questions | % 4 + 5 (Agree + Strongly agree) |
Mean (SD) | Questions | % 4 + 5 (Agree + Strongly agree) |
Mean (SD) | |
| Distraction | ||||||
| During traditional lectures, I often find myself thinking of non-related things. a | 20.5% | 2.67 (0,98) | I talked about non-related things during Team-Based Learning activities. a | 38.5% | 2.95 (0.92) |
P = 0.076 Z = −1.77 |
| Retention | ||||||
| I remember material better when the instructor lectures about it. | 20.5% | 2.67 (0.87) | I remember material better when I used it during Team-Based Learning activities. | 84.6% | 4.03 (0.67) |
P < 0.001 Z = −4.62 |
| Self-study | ||||||
| It is easier to study for an exam when the instructor has lectured about the material. | 7.9% | 2.47 (0.89) | I would do better on exams if we used Team-Based Learning to cover the material. | 64.1% | 3.67 (0.81) |
P < 0.001 Z = − 4.24 |
a item reversed for analysis (a higher score means lower students’ distraction)