Key points are not available for this paper at this time.
This study examines the impact of team-based learning (TBL) on students' performance in mechanics of materials, a fundamental yet challenging course in engineering curricula. Traditional lecture-based instruction has often failed to fully engage students and allow them to enhance their critical thinking skills that can be applied in engineering. This study compares outcomes between traditional lecture-based classrooms and those incorporating TBL at California State University, Fullerton (CSUF). Data from 72 students in traditional settings and 80 students in TBL-integrated classrooms were analyzed over multiple semesters. The results reveal improvement in examination scores and a reduction in failure rates for TBL participants compared with traditional instruction. The survey responses indicate that students in TBL sessions reported increased confidence, improved critical thinking, and enhanced teamwork skills. While the reduction in failure rates did not achieve statistical significance, the positive trends suggested that TBL effectively addresses challenges in high-stakes courses. The study advocates for expanding TBL to other fundamental engineering courses and institutions to further explore its effectiveness and potential to improve student retention, particularly among underrepresented minorities in science, technology, engineering, and mathematics (STEM).
Munjy et al. (Wed,) studied this question.