Author(s): Sena-Esteves, M. Teresa ; Ribeiro, Margarida ; Morais, Cristina ; Brás-Pereira, Isabel ; Guedes, Anabela ; Soares, Filomena ; Leão, Celina P. ; Sena-Esteves, Maria Teresa ; Ribeiro, Margarida ; Morais, Leonilde Cristina ; Pereira, Isabel ; Guedes, Anabela
Date: 2024
Persistent ID: http://hdl.handle.net/10400.22/29587
Origin: Repositório Científico do Instituto Politécnico do Porto
Subject(s): Team-Based Learning (TBL); Academic performance; Engineering Education; Statistical Analysis
This paper presents the preliminary findings of an ongoing study investigating the influence of Team-Based Learning (TBL) on the academic performance of engineering students, particularly its impact on their grasp of subject matter and ability to solve real-world problems. Quantitative data analysis explored correlations between students' entry-level academic scores and their performance in a course incorporating TBL. The initial results suggest that there is no significant correlation, indicating that entry scores may not predict success in this TBL-integrated course. The analysis coverages multiple academic years, offering a comprehensive perspective on how trends and outcomes evolve over time. This study contributes to the discourse on effective educational practices in engineering education by examining the potential of TBL to enhance learning outcomes. Given the study's ongoing nature, these findings are provisional but pave the way for more detailed future analyses.
