The effects of integrating interpersonal and reflective group processing skills on academic achievement, empathy, heedful interrelating, and perceived satisfaction in an undergraduate team-based learning course

The study was conducted to investigate the effects of integrating interpersonal and reflective group processing skills on the dependent variables of academic achievement, empathy, heedful interrelating, and perceived satisfaction in an undergraduate team-based learning (TBL) course. This mixed methods study with a non-equivalent comparison group design (Cooperative TBL versus TBL) was used with four intact sections of undergraduate courses. Two sections were from an introduction to computer science course and two from a general psychology course for a total of 184 university students.;Three instruments were administered at pretest, midtest, and posttest. The Interpersonal Reactivity Index dimensions of empathic concern and perspective taking were used to measure empathy. Heedful interrelating was measured with Heedful Interrelating in Collaborative Educational Settings. A satisfaction questionnaire gathered quantitative and qualitative data on general perceptions and satisfaction. The study also included student focus groups for treatment and control groups, and instructor interviews.;There was no statistical significance in academic achievement and no statistical significant interaction between treatment and time for empathy or heedful interrelating. However, there was a statistically significant main effect of time for perspective taking from pretest to midtfnest and pretest to posttest. There was also a statistically significant main effect of time for heedful interrelating from pretest to posttest and a statistically significant group main effect.;There was significance on satisfaction at midterm with the treatment group scoring higher on all questions and three of those being statistically significant. Results for one question, "I think the interpersonal skills learned by working in TBL groups will help me in school and in my career," remained statistically significant at posttest. In addition to this partial support for satisfaction, the focus groups and instructor interviews illustrated satisfaction and practical importance for Cooperative TBL. Therefore, further research of Cooperative TBL as an enhanced instructional strategy is suggested.