Work

Team-based learning and student performance in undergraduate economics: evidence from a quasi-experimental study

Year: 2026

Type: article

Abstract: This paper examines the effects of Team-Based Learning (TBL) on short – and medium-term academic outcomes in undergraduate economics. We study the introduction of TBL at a large Italian public university, where one undergraduate economics programme adopted TBL in a core second-year course while a parallel programme maintained traditional instruction throughout. Using administrative records tracking students’ academic trajectories from 2009 to 2026, we estimate a difference-in-differences model and find that exposure to TBL improves both academic performance and academic progression. Students exposed to TBL accumulate more second-year ECTS credits and achieve higher average exam grades, with positive effects persisting over time and extending to degree attainment. Effects vary across levels of initial academic preparedness, while students exposed to TBL complete examinations earlier in their academic trajectories.

Source: Studies in Higher Education

DOI: 10.1080/03075079.2026.2708140

Authors: Giuseppe Caruso, Chiara Strozzi

Institution: University of Modena and Reggio Emilia

Language: English

Topic: Problem and Project Based Learning

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: bronze

Funder: Università Degli Studi di Modena e Reggio Emila