[Practical chemistry education provided by team-based learning (TBL) and peer evaluation]

Area of Science:

• Chemistry Education
• Pedagogical Research
• Higher Education

Context:

• Chemistry learning is cumulative, requiring foundational knowledge and skills.
• Students often struggle with acquiring advanced chemistry concepts due to insufficient learning skills.
• Effective training and evaluation methods are crucial for addressing these learning gaps.

Purpose:

• To investigate the effectiveness of Team-based Learning (TBL) in chemistry education.
• To evaluate the integration of a peer evaluation process within the TBL model.
• To assess the impact of TBL and peer evaluation on student learning and academic performance.

Summary:

• Team-based Learning (TBL) exercises were implemented for first-year physical and analytical chemistry students.
• Student questionnaires indicated positive reception of both TBL and the incorporated peer evaluation system.
• Logistic regression analysis revealed a significant correlation between lower perceived peer evaluation weight (20%) and improved chemistry grades (p=0.022).

Impact:

• TBL offers a practical learning environment that emphasizes learning strategies, knowledge, skills, and attitudes.
• Peer evaluation, when integrated into TBL, appears to positively influence student academic outcomes in chemistry.
• Further research into the educational effects of TBL and peer evaluation is warranted to optimize chemistry curricula.