Diversity, Effort, and Cooperation in Team Based Learning

Student and team performance in in sixteen sections of an introductory microeconomic theory course taught using team-based learning are analyzed to determine what measurable characteristics of teams influence outcomes. Team success on in-class quizzes and activities and team cohesiveness are modeled as a function of diversity of class level, gender, and geographic origin, previous academic performance, and team size and class size. Individual performance is estimated as a function of individual characteristics and team characteristics, including team performance and team cohesiveness. Results suggest that team performance is not significantly influenced by team size, class size, or the mix of class levels. The GPA of the top individual on the team is positively correlated with overall team success. Interestingly, team cohesiveness is not significantly impacted by team success. Further individual success is positively and significant influenced by team cohesiveness but not by overall team performance.