The Impact of Individual Ability and Favorable Team Member Scores on Students' Preferences of Team-Based Learning and Grading Methods

Abstract

ABSTRACT The purpose of this study is to investigate the impact of individual ability and favorable team member scores on student preferences of team-based learning and grading methods. The results indicate that the impact of individual ability on the preferences of team-based learning was affected by the three levels of favorable team member scores (p < .05). For students of low level of individual ability, the preferences of team-based learning were significant among students with three levels of favorable team member scores (p < .05). Findings note the importance of teachers' grading methods as well as individual ability and favorable team member scores in the team selection process to promote students' attitudes toward team-based learning.