Positive student perception and increased preparation time prior to team-based learning activities may be correlated with an increase in exam grades in college biology class

As the biology field grows and more students enroll in STEM-related courses, it can be difficult for students to engage and actively learn during class time. Peer-teaching/team-based activities are an excellent way to implement active learning into these classrooms and have been shown to have positive effects on student learning outcomes. However, other variables influencing a student’s learning outcomes in conjunction with peer-leading have not been deeply explored. In order to gain insight into this, student exam performance was compared with student perception and time spent preparing for team-based activities. Students’ perceptions of their learning and engagement pre- and post-team-activity were assessed using Likert scale surveys (Appendix 1) and results were compiled using scantrons. This study assessed if student performance is improved by peer-leading, or if student habits and attitudes have a significant effect on course performance independently. The study was reviewed by the University of Montana’s IRB and designated as exempt (IRB-186-19), however, each student in the study completed FERPA permission forms. This study will reveal to what extent peer-leading/team-based learning impacts student performance when combined with positive student interactions, which will help instructors purposefully design more successful classroom structures and activities.