Team-based learning (TBL) is an innovative form of collaborative learning. The purpose of this study
was to evaluate TBL’s effect on the performance and satisfaction of grade 7 students in biology in a private
school in Lebanon, as well as teachers’ willingness to implement this new methodology. An exploratory
study was performed whereby two biology units were taught to two groups of students using
either TBL (60 students) or traditional lecture-based instruction (30 students). Later, a summative test
was administered to evaluate students’ performance. Students’ attitudes were evaluated using a questionnaire
and teachers’ classroom observations. Finally, science teachers’ willingness to try TBL in their
classes was assessed using a questionnaire (14 teachers). Results showed that underachievers taught
according to TBL did better than underachievers taught with the lecture-based approach. The majority
of students enjoyed TBL and found it useful and fun. Finally, science teachers agreed that TBL is a
good alternative to the traditional lecture-based method.

• Using Team-Based Learning to Teach Grade 7 Biology: Student satisfaction and improved performance

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