Too Soon for Problem-Based Learning?: Learning Outcomes

Abstract

In order to test whether a Problem Based Learning (PBL) intervention is less effective in the first year of a degree, a comparison between a first year subject (Introduction to Microeconomics) and a third-year one (Fiscal and Monetary Policy) has been accomplished. I examined several factors, including student participation, learning outcomes, and acquired competencies through quantitative analysis, and students’ opinions through qualitative analysis. Regarding firstly the quantitative analysis, not only overall participation but also some learning outcomes seem to reach a lower level in the first year subject. Consequently, PBL interventions seem to be more effective when they are carried out in the last phase of the degree. Second, first year students showed a much better attitude towards a PBL intervention. Therefore, despite thirdyear’s better learning outcomes, this result does not clearly suggest to prioritize PBL solely in advanced years, due to the scarce difference in results and to the fact that in the first year the challenge of the acquisition of competences is more relevant.