Chue, Kah Loong

Team-based learning (TBL) is an alternative instructional method that has been shown to lead to positive concrete academic performance outcomes. However, whilst academic performance is important, we should also not neglect other non-tangible student outcomes such as the emotions experienced during the TBL sessions and improvements in student’s learning. Hence, in the current study, we aim to examine (1) the academic performance of TBL vs traditional lessons, (2) the differences in achievement emotions of student in TBL vs traditional lessons and (3) the perceived effectiveness of TBL lessons. A within-subjects research design was employed in which students participated in sessions using the TBL approach followed by sessions using the normal approach. Participants were 239 postgraduate students (81 men and 158 women) enrolled in the field of education. Measures used were the achievement emotions questionnaire, a perceived effectiveness of TBL questionnaire and the students performance on a quiz at the end of the module. Results indicated that students had a higher level of enjoyment and a lower level of boredom and anger in TBL lessons. From both the individual and team perspective, students had positive perceptions about the effectiveness of TBL. However, students performed better for topics that were taught via traditional methods compared to topics taught via TBL.

The positive psychology movement has led to an increasing number of individuals, organizations and countries to recognize the importance of supporting and promoting the state of wellbeing in adolescents. To achieve this goal, it is necessary to have a valid and reliable measurement of wellbeing. Several instruments have been developed for this purpose, each differing on the number and type of domains. However, many of these instruments were developed in western societies and therefore, highly dependent on the needs and priorities of these cultures. These instruments may or may not be relevant in the Asian context. Using Hofstede’ proposed cultural dimensions, which include Power Distance, Uncertainty Avoidance, Individualism/Collectivism, Masculinity/Femininity, Long/Short Term Orientation and Indulgence/Restraint, this chapter will examine the various types of instruments that were designed to measure wellbeing in adolescents and their validity in Asian societies. The review suggests that more evidence-based evaluations of measurement tools are required to ensure that the instruments are well-suited for the different socio-cultural contexts.