The Effect of Team Efficacy and Perceived Loafing on Team Satisfaction and Individual Academic Achievement in Team-Based Learning of General Education

This study analyzed the correlation and interaction effect of each variable from 106 students to examine how team efficacy and perceived loafing affect team satisfaction and individual academic achievement in team-based learning of general education. The results showed that team efficacy had a significant effect on learning outcomes, but perceived loafing was not significant to learning outcomes. Gender analysis revealed that male students had higher team efficacy and rated higher in team satisfaction and academic achievement than females. This suggests that higher team efficacy leads to higher team satisfaction and academic achievement. In an analysis by majors, science engineering students who showed higher team efficacy and lower perceived loafing rated higher in task performance and ability both by their team members and themselves. This suggests that when team efficacy is higher and perceived loafing is lower, learners are more dedicated to team assignments. In this study, however, the interaction effect of team efficacy and perceived loafing on learning outcomes was not significant unlike in the two previous studies (Yu Ji-won, 2014; Jwa Hyun Suk, 2020). It might be because of other factors, such as differences in intimacy among team members and learner perceptions between major education and general education. In future studies, the relationship between variables should be identified from a more multifaceted perspective, with the hope that the results of the study can be utilized in teaching and learning strategies in the field of education.