Comparing the Effectiveness of Team-Based Learning with Lecture Method in Self-Regulation and Academic Performance of Sixth Grade Students in Science

Document Type : Original Article

Authors

1 . Associate Professor Educational Psychology, Education, Literature And Humanities, University Of Qom, Qom, Iran

2 MSc Graduated Educational Psychology, University Of Qom, Qom, Iran

Abstract

Extended Abstract
 
Comparative Analysis of the Effectiveness of Team-Based Learning (TBL) versus Traditional Lecture-Based Instruction on the Academic Performance and Self-Regulation of Sixth-Grade Students in Science
 
Introduction: In the contemporary educational landscape, the shift from teacher-centered to student-centered paradigms is critical for fostering deep learning. This study aimed to investigate and compare the effectiveness of Team-Based Learning (TBL)—an active learning strategy—against the traditional lecture-based instructional method. Specifically, the research focused on two primary outcomes: academic performance and self-regulation skills among sixth-grade primary school students in the field of science.
Methods and Data: The study employed a quasi-experimental research design, utilizing a pretest-posttest control group framework. The sample consisted of 66 female sixth-grade students from District 1 of Qom Province during the 2023-2024 academic year, selected through random sampling. The participants were divided into two equal groups: an experimental group (n=33n=33n=33) subjected to eight one-hour TBL sessions, and a control group (n=33n=33n=33) receiving traditional lecture-based instruction. Data collection instruments included a researcher-developed academic performance test and the standardized Self-Regulation Questionnaire (based on Bochard, 1995, with a Cronbach’s alpha of 0.71). Data were analyzed using Analysis of Covariance (ANCOVA) to control for initial differences.
Findings: The statistical analysis revealed significant differences between the two instructional methods. First, the TBL group demonstrated significantly higher academic performance scores in the posttest compared to the control group, suggesting that TBL is more effective in facilitating science content mastery. Second, regarding psychological constructs, students in the TBL group exhibited significantly improved self-regulation skills compared to those in the lecture-based group.
Discussion and Conclusion: The findings suggest that TBL, rooted in constructivist theory and Vygotskian social interactionism, fosters a superior learning environment by promoting social engagement and peer interaction. Unlike the passive nature of traditional lectures, TBL encourages students to take an active role in their learning process, thereby enhancing both individual accountability and collective responsibility. The study concludes that integrating active learning strategies like TBL into the primary science curriculum can significantly enhance both cognitive achievement and the development of essential self-regulatory competencies in young learners.
Keywords: Team-Based Learning (TBL), Academic Performance, Self-Regulation, Active Learning, Science Education, Primary School.
 

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Quarterly Journal of Education Studies
Volume 12, Issue 46
September 2026
Pages 65-81

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