A conceptual model for students’ satisfaction with team-based learning using partial least squares structural equation modelling in a faculty of life sciences, in the United Kingdom

• DOI: 10.3352/jeehp.2019.16.36
• Publication Date: 2019-11-19T19:32:26Z
• Authors: Andrea Manfrin; Bugewa Apampa; Prabha Parthasarathy
• Keywords: Predictive power; Sample (material)

Purpose: Students’ satisfaction is an essential element in higher education. This study aimed to identify paths and predictive power of students’ during team-based learning (TBL) activities the faculty life sciences using partial least squares structural equation modelling (PLS-SEM).Methods: In 2018–2019, at University Sussex (Falmer, UK), 180 science students exposed TBL were invited participate study. Team-Based-Learning-Student-Assessment-Instrument was used. A conceptual model developed for testing six hypotheses. H1: What effect on student satisfaction? H2: lectures H3: accountability? H4: H5: accountability H6: in-sample out-of-sample model? The analysis conducted PLS-SEM approach.Results: Ninety-nine participated giving a 55% response rate. Confirmatory tetrad suggested reflective model. Construct reliability, validity, average extracted variance, discriminant validity confirmed. All path coefficients positive, 5 statistically significant (H1: β=0.587, P<0:001; β=0.262, P<0.001; β=0.532, β=0.063, P=0.546; β=0.200, P=0.002). weak Accountability, (R2=0.303; 95% confidence interval [CI], 0.117–0.428; P<0.001) substantial Student Satisfaction (R2=0.678; CI, 0.498–0.777; P<0.001). moderate.Conclusion: results have demonstrated possibility developing evaluation relative satisfaction.