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Does active learning improve student performance? A randomized experiment in a Chilean university

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  • Alcalde, Pilar
  • Nagel, Juan

Abstract

We study the causal effect of an active learning teaching method on grades. We designed a randomized experiment with students at an undergraduate business and economics program in Chile. Two groups were taught by the same professor: the control group used traditional lectures, while the treatment group used an active learning method. Treated students failed the class less but the effect was not significant. They also had significantly better grades at the end and during the semester. The treatment effect was larger for males and students with high application scores. The effect does not appear instantaneously, and appears to fade away at the end of the semester. Results suggest students allocate effort differently across both groups, and this interacts with the treatment effect.

Suggested Citation

  • Alcalde, Pilar & Nagel, Juan, 2015. "Does active learning improve student performance? A randomized experiment in a Chilean university," MPRA Paper 68994, University Library of Munich, Germany.
    • Handle: RePEc:pra:mprapa:68994
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    References listed on IDEAS

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    More about this item

    Keywords

    Classroom experiments; course performance; peer instruction; innovation in teaching;
    All these keywords.

    JEL classification:

    • A20 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - General
    • C21 - Mathematical and Quantitative Methods - - Single Equation Models; Single Variables - - - Cross-Sectional Models; Spatial Models; Treatment Effect Models
    • C90 - Mathematical and Quantitative Methods - - Design of Experiments - - - General

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