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A Structural Analysis of the Relationship Between Team-Based Learning Activities and Class Satisfaction : Focusing on the “Great Books Seminar In Art and Culture”

  • The Journal of General Education
  • 2025, (32), pp.253~284
  • DOI : 10.24173/jge.2025.07.31.8
  • Publisher : Da Vinci Mirae Institute of General Education
  • Research Area : Social Science > Education > Field of Education > General Education
  • Received : June 24, 2025
  • Accepted : July 16, 2025
  • Published : July 31, 2025

Moon, Kyoung Yeon 1,  Go, Eun Sun 1

1동국대학교

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ABSTRACT

This study conducted a structural analysis of the effects of Team-Based Learning (TBL) activities applied in the liberal arts course, “Great Books Seminar in Art and Culture”, on class satisfaction, with self-directed learning and learning engagement as mediating variables. A survey was administered to 276 students enrolled in the second semester of the 2024 academic year, and Structural Equation Modeling (SEM) was used to examine the relationships among the variables. The results indicated that TBL activities had significant effects on self-directed learning, learning engagement, and class satisfaction. Moreover, self-directed learning and learning engagement functioned as mediators in the relationship between TBL activities and class satisfaction. Notably, the indirect effects were greater than the direct effects. These findings suggest that TBL instructional activities in general education effectively foster both cognitive and affective engagement among learners and enhance their satisfaction with the course. This study provides empirical evidence for the applicability and effectiveness of TBL in humanities-based courses and offers practical implications for the design and implementation of general education programs.

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