The Relationship between TBL Performance and Learning Motivation in Information Literacy Education

Abstract

In this study, the relationship between TBL (Team-Based Learning) performance and learning motivation was investigated. Accordingly, TBL experimental classes were conducted in university information literacy. The results revealed a moderate or weak correlation between positive scores of GAMI (Gakugeidai Academic Motivation Inventory Test) and TBL performance indicators (i.e., the pre-study time, problem-solving time, number of utterances, satisfaction level, and belief level in TBL). Furthermore, TBL performance varied depending on the number of members who had high positive scores of GAMI. The TBL performance was low for one or no individuals in a four-person formation team; however, it was high for a three-person team. These results suggest that the TBL performance of a class may improve in relation to team formation when employing positive scores of GAMI.