The Impact of Team-Based Learning on Anxiety Among Graduate Students in a Data Science Master's Program
Objectives: This study aims to explore the impact of Team-Based Learning (TBL) on anxiety levels (AL) among master’s students in Data Science, particularly how TBL influences students' anxiety in academic settings and contributes to their engagement, skill development, and learning awareness. M...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Ital Publication
2025-05-01
|
| Series: | Emerging Science Journal |
| Subjects: | |
| Online Access: | https://ijournalse.org/index.php/ESJ/article/view/2785 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850131189652783104 |
|---|---|
| author | Andrea Marques Maria Anastasiadou Roberto Henriques |
| author_facet | Andrea Marques Maria Anastasiadou Roberto Henriques |
| author_sort | Andrea Marques |
| collection | DOAJ |
| description | Objectives: This study aims to explore the impact of Team-Based Learning (TBL) on anxiety levels (AL) among master’s students in Data Science, particularly how TBL influences students' anxiety in academic settings and contributes to their engagement, skill development, and learning awareness. Methods/Analysis: The study implemented TBL in a Data Science master's course for one semester, employing both qualitative and quantitative methods. Data were collected through surveys and individual interviews, followed by exploratory and statistical analyses conducted in Jupyter Notebook, SPSS Statistics, and Excel. This mixed-methods approach provided comprehensive insights into students’ experiences and perceptions regarding TBL and anxiety. Findings: The analysis revealed that TBL positively affects students’ anxiety levels, contributing to enhanced engagement, individual and group skills, and awareness of the learning process. However, certain TBL elements were found to potentially increase anxiety, suggesting a need for tailored adjustments to the approach. Novelty/Improvement: This study underscores TBL’s potential to reduce anxiety and foster active learning, emphasizing the importance of student-centered teaching. It highlights specific TBL components that may require modification to minimize negative impacts on student anxiety, offering valuable guidance for educators aiming to create a supportive and effective learning environment.
Doi: 10.28991/ESJ-2025-SIED1-01
Full Text: PDF |
| format | Article |
| id | doaj-art-78fd82b04346417895fecd29bc4e5dc5 |
| institution | OA Journals |
| issn | 2610-9182 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Ital Publication |
| record_format | Article |
| series | Emerging Science Journal |
| spelling | doaj-art-78fd82b04346417895fecd29bc4e5dc52025-08-20T02:32:30ZengItal PublicationEmerging Science Journal2610-91822025-05-019011810.28991/ESJ-2025-SIED1-01828The Impact of Team-Based Learning on Anxiety Among Graduate Students in a Data Science Master's ProgramAndrea Marques0Maria Anastasiadou1Roberto Henriques2NOVA Information Management School (NOVA IMS), Universidade Nova de Lisboa, 1070-312 Lisbon,NOVA Information Management School (NOVA IMS), Universidade Nova de Lisboa, 1070-312 Lisbon,NOVA Information Management School (NOVA IMS), Universidade Nova de Lisboa, 1070-312 Lisbon,Objectives: This study aims to explore the impact of Team-Based Learning (TBL) on anxiety levels (AL) among master’s students in Data Science, particularly how TBL influences students' anxiety in academic settings and contributes to their engagement, skill development, and learning awareness. Methods/Analysis: The study implemented TBL in a Data Science master's course for one semester, employing both qualitative and quantitative methods. Data were collected through surveys and individual interviews, followed by exploratory and statistical analyses conducted in Jupyter Notebook, SPSS Statistics, and Excel. This mixed-methods approach provided comprehensive insights into students’ experiences and perceptions regarding TBL and anxiety. Findings: The analysis revealed that TBL positively affects students’ anxiety levels, contributing to enhanced engagement, individual and group skills, and awareness of the learning process. However, certain TBL elements were found to potentially increase anxiety, suggesting a need for tailored adjustments to the approach. Novelty/Improvement: This study underscores TBL’s potential to reduce anxiety and foster active learning, emphasizing the importance of student-centered teaching. It highlights specific TBL components that may require modification to minimize negative impacts on student anxiety, offering valuable guidance for educators aiming to create a supportive and effective learning environment. Doi: 10.28991/ESJ-2025-SIED1-01 Full Text: PDFhttps://ijournalse.org/index.php/ESJ/article/view/2785team-based learningstudents anxietyexploratory analysisgeneralized anxiety disorder. |
| spellingShingle | Andrea Marques Maria Anastasiadou Roberto Henriques The Impact of Team-Based Learning on Anxiety Among Graduate Students in a Data Science Master's Program Emerging Science Journal team-based learning students anxiety exploratory analysis generalized anxiety disorder. |
| title | The Impact of Team-Based Learning on Anxiety Among Graduate Students in a Data Science Master's Program |
| title_full | The Impact of Team-Based Learning on Anxiety Among Graduate Students in a Data Science Master's Program |
| title_fullStr | The Impact of Team-Based Learning on Anxiety Among Graduate Students in a Data Science Master's Program |
| title_full_unstemmed | The Impact of Team-Based Learning on Anxiety Among Graduate Students in a Data Science Master's Program |
| title_short | The Impact of Team-Based Learning on Anxiety Among Graduate Students in a Data Science Master's Program |
| title_sort | impact of team based learning on anxiety among graduate students in a data science master s program |
| topic | team-based learning students anxiety exploratory analysis generalized anxiety disorder. |
| url | https://ijournalse.org/index.php/ESJ/article/view/2785 |
| work_keys_str_mv | AT andreamarques theimpactofteambasedlearningonanxietyamonggraduatestudentsinadatasciencemastersprogram AT mariaanastasiadou theimpactofteambasedlearningonanxietyamonggraduatestudentsinadatasciencemastersprogram AT robertohenriques theimpactofteambasedlearningonanxietyamonggraduatestudentsinadatasciencemastersprogram AT andreamarques impactofteambasedlearningonanxietyamonggraduatestudentsinadatasciencemastersprogram AT mariaanastasiadou impactofteambasedlearningonanxietyamonggraduatestudentsinadatasciencemastersprogram AT robertohenriques impactofteambasedlearningonanxietyamonggraduatestudentsinadatasciencemastersprogram |