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Using a quasi-experimental design, the authors examined student performance (i.e., exam scores) in a traditional, lecture-based course (n = 43) and a team-based learning (TBL) course (n = 47). Students from James Madison University, USA – who were unaware that the two sections of the course were taught using different methods – self-selected into one of the sections. The authors analyzed and found that exam scores were marginally higher in the team-based learning (TBL) course compared to the lecture-based course. Because previous research revealed that students in TBL courses outscore students in lecture courses and have higher attendance rates, the authors explored the role of attendance on student performance. Students in the lecture course missed significantly more classes than students in the TBL course. When the data were re-analyzed, taking attendance into account, the difference in exam scores was no longer significant. Advantages of TBL classes, compared to lecture-based classes, may include increased attendance, an increased opportunity for critical and analytical thinking, learning to work cooperatively in ways that benefit the group, as well as developing feelings of competency and mastery of the course material.

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This mixed methods study explored elementary students' (N = 263) writing enjoyment, their perceptions of teacher writing enjoyment, self-regulation, and grades. In the quantitative strand, we examined how student perceptions of teacher writing enjoyment and student writing enjoyment relate to student writing self-regulation and writing grades using structural equation modeling. Findings revealed a positive relationship among student-perceived teacher writing enjoyment, student writing enjoyment, and student writing self-regulation and grades. In the qualitative strand, we explored responses of students with high or low writing enjoyment ratings to understand aspects of the instructional environment that contribute to students' affective experiences with writing. Much of what determines students' enjoyment of or aversion to writing fell in to one of two categories, regardless of the degree to which they enjoy writing: writing preferences (e.g., topic/genre selection, writing environment) or mood and motivation (e.g., student mood at the time of writing, self-efficacy for writing).