대학 교양 TBL 수업의 학습 성과와 수용도 결정요인 분석: 성장-수용 이원 경로 모형을 중심으로

초록

This study examined the determinants of learning outcomes (growth pathway) and sustained acceptance intention (acceptance pathway) in a university Team-Based Learning (TBL) course. Survey data were collected from 118 students enrolled in a liberal arts course at a university in Seoul, and multiple regression analyses with robust standard errors were conducted to verify the influence of various factors. The results indicated that pre-class accountability and team efficacy had significant positive effects on the growth pathway (core competency improvement). In contrast, while system quality showed a significant positive effect on the acceptance pathway, team role accountability exhibited a significant negative effect. These findings suggest a potential “paradox of accountability,” in which the same accountability mechanism that drives academic achievement may be perceived as a burden by some learners, thereby discouraging the continued adoption of the instructional method. The results support the need for differentiated instructional design that separates performance-promoting mechanisms from acceptance-sustaining ones to ensure the effective institutionalization of TBL.

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