Group Cohesion in Team-Based Learning
This study examined group cohesion within permanent student teams. A modified Group Environment Questionnaire was used to determine the locus of group cohesion. It was administered after the first four weeks of the semester and during the last day of classes. Average scores did not change significantly over time, nor were they different between classes or the sexes. An exploratory factor analysis revealed two clear factors on the post test: a task and a social items factor. Students appeared mostly attracted to their group because of the tasks and not so much the social aspects. Results are discussed in the context of situated learning theory.