TEAM BASE LEARNING AND LEARNING BY THEMSELVES WITH COGNITIVE ANXIETY AND ACADEMIC ACHIEVEMENT AMONG UNIVERSITY STUDENTS; A QUASI EXPERIMENTAL STUDY

Abstract

Objective: the aim, of current study is to see the effect of team base learning and learning by themselves on cognitive test anxiety and its association with academic performance among medical students.

Study design; A quasi experimental study design.

Place and duration: This quasi-experimental study employed the Cognitive Test Anxiety Version-2 questionnaires as its primary instrument. The study sample consisted of 80 students enrolled in CMH Medical College, Lahore, Pakistan. Data collection occurred during the period spanning from December 2019 to October 2020, with data acquisition concluding in October 2023.

Methodology: The study included 80 students from CMH Medical College, Lahore, Pakistan, divided into two groups: one with 40 students participating in team-based learning sessions and the other with 40 students engaged in individual self-directed learning. The Cognitive Test Anxiety Version-2 questionnaire and exam test papers were used to collect data on cognitive test anxiety and academic performance, respectively.

Result: Participants in the team-based learning session outperformed those in the self-directed learning session on the exam test (team-based learning: M = 27.5, SD = 4.03; self-directed learning: M = 23.5, SD = 2.95). Moderate anxiety scores were associated with higher exam scores. Notably, 30 team-based learning participants scored moderately on the CTAS-2, achieving a 95% exam score.

Conclusion: this study results confirm our formulated objective by establishing a relationship between team base learning with student performance in the exam test. This study specifically show that team base learning student score high on moderate anxietytest score. Students score on moderate cognitive test anxiety, show higher academic achievement.