Team-based learning and student performance: Preliminary evidence from a principles of macroeconomics classroom

This paper surveys the evolution of student grades, assessment of student learning, and student engagement in Principles of Macroeconomics over a four-year period, where the method of instruction was changed from traditional lecture to Team-Based Learning (TBL). Findings are that under TBL, student grades were higher, both overall and on a final examination that remained unchanged across the two instructional formats. In addition, TBL students performed better on three measures used to assess student learning of basic course concepts of supply and demand, exchange rates and net exports, and economic policy. Further, students in the TBL sections report more engagement and better ability to think independently, as measured by student course evaluations. Overall, the study suggests that the Principles of Macroeconomics classroom is adaptable to the TBL format, and that TBL is correlated with positive outcomes for students. In addition to these results, this paper includes discussion and examples illustrating the process through which TBL was implemented.