Weekly team-based learning scores and participation are better predictors of successful course performance than case-based learning performance: role of assessment incentive structure

Table 1 Final examination and active learning activity performance for the full class (n = 95) and study group (n = 24). No statistically significant (p < 0.05) differences were observed in these two experimental groups. Data is presented as average (standard deviation)

ISSN: 1472-6920