The Effects of University Students' Team Efficacy on Learning Engagement and Learning Outcomes in Team-Based Learning of General Education

Abstract

The purpose of this study is to examine the effects of team efficacy on learning engagement and learning outcomes in team-based learning. For this purpose, we analyzed class cases conducted through team-based learning at C University's College of General Education. To achieve our purpose, the results of team efficacy, learning engagement, and learning outcomes of 130 learners who experienced team-based learning were analyzed. As a result of the study, first, from analyzing the correlation between team efficacy, learning engagement, and learning outcomes, we found that there was a significant positive correlation between the differences among the three variables. Second, in team-based learning, team efficacy had a positive effect on learning engagement and learning outcomes. Third, from analyzing whether there were differences in team efficacy, learning engagement, and learning outcomes by gender and field in team-based learning, we found that female students partook in higher learning engagement than their male counterparts. However, we also found the same statistically significant difference between female and male students in regards to their majors, as the data showed that female students enrolled in the humanities scored higher when it came to their learning engagment, but not as high as male students taking science and engineering courses. Based on the results of this study, we suggest that systematic instructional design is needed to promote the formation and development of team efficacy in order to increase learner engagement in team-based learning and to maximize learning outcomes.