Mixed Active-Traditional Learning versus Team-Based Learning: A Comparative Study for a Freshman Programming Course
A comparative study to show the effectiveness of Team-Based Learning (TBL) and Mixed Active-Traditional (MATL) learning for an introductory programming course at Iowa State University is discussed in this paper. The introductory programming C course was offered to 46 students using TBL and 50 students using MATL, led by two different instructors who use the same course schedule and textbook. The students on both courses received the same number of lectures/labs during the semester. To be able to assess the two methodologies, the instructors deliver the same course contents. Still, they differ with the course delivery method. MATL utilizes maximum class time for traditional lectures with class activities, and the TBL utilizes the maximum class time for interactive group activities with mini-lectures. Homework, reading assignments, and the final exam results are compared to check both teaching methods' overall effectiveness. Although students were satisfied with both teaching methods, students' performances were better in TBL than the MATL.
This is a manuscript of the proceeding Kesterson, Connor, Joyce C. Lai, Md Maruf Ahamed, and Mohamed Y. Selim. "Mixed Active-Traditional Learning versus Team-Based Learning: A Comparative Study for a Freshman Programming Course." EDULEARN21: 13th annual International Conference on Education and New Learning Technologies, July 5-6, 2021. Posted with permission.