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This study examines the efficacy of team-based learning implemented in 11th-grade social studies classrooms. Findings suggest the treatment group outperformed the control group in terms of content acquisition and that a group of students classified with low pretest scores did not benefit from the treatment.


Wanzek, J., Vaughn, S., Kent, S. C., Swanson, E. A., Roberts, G., Haynes, M., . . . Solis, M. (2014). The effects of team-based learning on social studies knowledge acquisition in high school. Journal of Research on Educational Effectiveness7(2), 183–204.

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Published Date


Funding Source

U.S. Department of Education, Institute of Education Sciences


Content Area Instruction
Reading Instruction

Type of Resource

Journal Article/Book Chapter



Grade Level

High School