According to Metoyer, Miller, & Westmoreland (2014), their student-centered case study used the Team-Based Learning strategy (TBL). The grade on each exam without curving or appending additional points was higher on average than the grade on each exam in the lecture-style course (p. 45). Grades on formative and summative assessments coincide with if students prefer an environment that they are comfortable in. Not only were grades on their exam considered, but when comparing the final exam from a lecture-style course with the final exam from the same course taught using the TBL approach, the average grade was higher by an entire letter grade with the TBL approach (p. 45).