This study had several limitations related to the sample size and diversity and its subject subjectivity. In this case, the sample was chosen by convenience, so it included students from one of the courses taught in the master’s degrees. It did not represent the whole population of NOVA IMS university and it was also limited in terms of diversity in the demographic variables used, which affected the power to detect differences in those variables. Those limitations did not allow the execution of statistical methods to prove the variable's significance regarding their influence on students’ anxiety and although several methods were tried such as correlation analysis, principal components analysis, and linear and multilinear regression analysis, none of them could provide significant values. However, some of the variables stand out for presenting higher values than others (See Appendix F). Considering the student's opinions about TBL, survey B was constructed based on the majority student’s opinions provided in the qualitative analysis and their personal experience which may not comprise all the student’s opinions as well as not include some other issues related to the practice. In future works, some of those caveats may be explored as well as an implementation of a similar research that extends and exhaustively examines the relation between team-based learning and a traditional lecture-based class by comparing both of these classes in the same anxiety context which was not possible to perform with all the students due to the differences between the teaching programs in the daytime and nighttime courses.
61
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APPENDIX
A
PPENDIXA – S
URVEYA Q
UESTIONSPART A - GAD-7 Scale PART B - Personal Questions 1. Student Number: ___________________
2. Gender: ___________________
3. Course:______________________________________________
4. Classes Format: Nighttime/Daytime
A
PPENDIXB – S
EMI-S
TRUCTUREDI
NTERVIEWSQ
UESTIONSIntroduction
Hello, I am currently developing my master's thesis on the topic: “Students' perceptions of anxiety during TBL classes throughout the semester”. For that same reason, I would like to ask for your collaboration to answer some questions regarding this matter. During the interview, some personal questions will be asked, for example, your student number in order to make a continuous and evolutive assessment. The interview will last between 30 minutes to 60 minutes and all information collected is confidential and will be anonymized. The interview will be recorded, and all results will be considered only within the scope of this research.
Qualification Questions
1. How old are you? ______________ (The interviewee should have at least 18 years old) 2. How many Team-Based Learning classes did you attend? ______________ (The interviewee
should attend at least one class of TBL)
Note to the interviewer (If the respondent does not have the requirements to belong to the target population):
Thank you in advance for the availability shown to conduct the interview, however, it ends here.
PART A – GAD-7 Scale
PART B – Anxiety during Team-Based Learning classes B.1 – GENERAL QUESTIONS ABOUT THE TEAM-BASED LEARNING CLASSES:
(BRIEF EXPLANATION ABOUT TBL)
1. Considering the answers given about your anxiety levels, how do you relate them to the context of TBL classes? (Do you feel that any of these problems are related to the classes or that they apply in some way to the classes)
77 2. Having into consideration all the TBL phases (Pre-class preparation, iRAT, tRAT, Application
Exercises/Handout, Feedback), comparing this method with a traditional class do you feel more, less, or equally anxious? Why?
3. For you, what are the positive and negative points of TBL?
4. Has TBL helped you to develop some of your personal skills? If yes, which ones?
5. Do you consider that TBL classes are more, less, or equally difficult compared to traditional classes? Why?
6. In your opinion, what are your biggest difficulties regarding TBL (from the pre-class preparation part to the classes part)?
7. Do you feel especially anxious in any of the TBL phases? Taking into account all phases, order them from the one that causes you the most anxiety to the one that causes you less anxiety.
You can also add phases if not all are represented here. (The phases will be shown on paper/slide)
8. Do you think the points assigned to the questions influence your anxiety levels in any way?
Why?
9. Do you consider the number of tasks/deliveries that you have on the TBL classes and the time to perform them appropriate? Do you think the number of tasks/deliveries or time associated with each of them somehow affects your anxiety levels?
10. For you, what is the main influence that TBL has on students' academic performance?
11. Do you think this approach allowed you to learn more, less, or the same when compared to traditional classes?
12. Do you think that TBL reduces or not your anxiety for future evaluations in this UC (exams, projects)?
13. The TBL approach transfers part of the learning responsibility to the student. How do you feel about having that responsibility?
14. If you don't understand a concept or don't know the answer to a question, how do you feel?
15. Do you usually attend the classes in person or online? Why do you chose that format?
B.1.1 ONLINE CLASSES (IN THOSE CASES THAT THE STUDENTS ATTENDED THE CLASSES ONLINE) 1. Do you think there is any difficulty in the interaction between the group due to the format?
Do you feel more anxious because of it?
B.1.2 PRE-CLASS PREPARATION
1. How far in advance do you usually prepare for classes? Do you think that amount of time has an influence on your levels of anxiety about classes?
2. How much time do you usually spend preparing for the classes?
3. Do you consider that the information provided in the preparation is sufficient, too much, or insufficient to carry out the tasks in class? Why?
4. Does the information provided make you more, less, or equally confident to carry out the tasks in class? Why?
5. Do you often have difficulties in understanding the materials provided for the classes’
preparation? If so, do you feel anxious when you don't understand a concept? If not, have you ever had difficulty with any concept that made you a little more anxious?
6. During the pre-class preparation (watching videos, reading articles…), do you feel anxious?
7. Does knowing you are going to TBL class make you anxious? If yes, why?