Implementing Team-Based Learning in Middle School Social Studies Classes
Wanzek J, Kent SC, Vaughn S, Swanson EA, Roberts G, Haynes M · 2015
grade Crctdeveloper-ledfailed
Sample
24 eighth-grade social studies classes randomly assigned to team-based learning or business-as-usual
Population
Eighth-graders in US middle school social studies (US History) classes
Design
The eighth-grade companion to Wanzek et al. (2014), dismantling PACT down to its team-based learning components across three 15-day units. Same developer team, same researcher-built content acquisition outcome, half the cluster count of the grade-11 version.
Key findings
No statistically significant effect on content acquisition at eighth grade, where the same components produced g = 0.19 at eleventh grade. Recorded because a component that works at one grade and not the adjacent one is exactly the kind of instability that gets lost when only the positive trial is cited.
Genetic confound
Low. Class-level randomisation.
Replication notes
This is the failed grade-8 replication of the grade-11 team-based-learning result. Both are by the developer team; neither has been independently evaluated.
DOI / URL
10.1080/00220671.2014.893224
Effects
| Outcome | Metric | Value | Measure | Timing | Vs | Horizon | Class |
|---|---|---|---|---|---|---|---|
| US history content acquisition, team-based learning only, grade 8 | significance test | no statistically significant effect | researcher-designed | after three 15-day units | business-as-usual | end-of-treatment | domain-skill |