Seminar - Physics Department
Positive Impacts on Student Self-Efficacy from an Introductory Physics for Life Science Course Using the Team-Based Learning Pedagogy
Brokk Toggerson, Physics Department, UMass Amherst
Category: STEM Ed Institute Seminar
Refreshments at 3:45pm
We present the impact on student self-efficacy of an introductory physics for life-science students
course taught using a Team-Based Learning pedagogy. We measured self-efficacy using the validated
quantitative Sources of Self-Efficacy in Science Courses Physics (SOSESC-P) survey developed by
Fencl and Scheel. Data were collected both at the beginning and end of the semester to evaluate the
impact of shifts in individual self-efficacy. After describing the key features of the pedagogy, we find
that the Team-Based Learning system at University of Massachusetts Amherst, results in significant
improvements for she-identifying individuals from three of the four sources of self-e fficacy identified
by Bandura as well as in three of four investigated attributes of the course. We also investigated
the predictive power of self-efficacy on individual student performance using logarithmic regression.
For our course, the shift in self-efficacy between the beginning and end of the semester is more
important than a student's pronouns in predicting attaining at least a B on individual assignments.