Impact of peers in educational outcomes in Economics

This paper deepens the study of peer interactions in the university classroom. METHOD. We evaluate the effects of teamwork on individual academic performance in four Team Based Learning (TBL) courses in the degrees of Economics and Business Administration. RESULTS. We find that the average grade of...

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Autores: Abío, Gemma, Alcañiz, Manuela, Belloni, Carlos Marcelo, Gómez-Puig, Marta, Ortiz Gracia, Luis, Royuela Mora, Vicente, Rubert, Glòria, Serrano, Mònica (Serrano Gutiérrez), Stoyanova, Alexandrina Petrova
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2022
País:España
Institución:Universidad de Barcelona
Repositorio:Dipòsit Digital de la UB
OAI Identifier:oai:diposit.ub.edu:2445/188847
Acceso en línea:https://hdl.handle.net/2445/188847
Access Level:acceso abierto
Palabra clave:Treball en equip
Estratègies d'aprenentatge
Interacció educativa
Educació superior
Teams in the workplace
Learning strategies
Interaction analysis in education
Higher education
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spelling Impact of peers in educational outcomes in EconomicsAbío, GemmaAlcañiz, ManuelaBelloni, Carlos MarceloGómez-Puig, MartaOrtiz Gracia, LuisRoyuela Mora, VicenteRubert, GlòriaSerrano, Mònica (Serrano Gutiérrez)Stoyanova, Alexandrina PetrovaTreball en equipEstratègies d'aprenentatgeInteracció educativaEducació superiorTeams in the workplaceLearning strategiesInteraction analysis in educationHigher educationThis paper deepens the study of peer interactions in the university classroom. METHOD. We evaluate the effects of teamwork on individual academic performance in four Team Based Learning (TBL) courses in the degrees of Economics and Business Administration. RESULTS. We find that the average grade of the rest of the team members has a significant and positive association with individual student's grades. Student's own test score increases about 0.65 points for every 1-point increase in his teammate's average score. This association remains positive and significant even when we include socio-demographic variables to control for individual characteristics. We also test the heterogeneity of peer effects by ability of individual and team performance. DISCUSSION. The results suggest there is no heterogeneity in individual ability, but we find a positive or slightly negative difference in the magnitude of the peer effect for teams at the top/bottom quartile relative to teams in the middle of the distribution.ICE Universitat de Barcelona2022info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://hdl.handle.net/2445/188847Articles publicats en revistes (Econometria, Estadística i Economia Aplicada)reponame:Dipòsit Digital de la UBinstname:Universidad de BarcelonaInglésReproducció del document publicat a: https://doi.org/10.1344/reire.38063REIRE. Revista d'Innovació i Recerca en Educació, 2022, vol. 15, num. 2, p. 1-18https://doi.org/10.1344/reire.38063cc-by (c) Abío, Gemma et al., 2022https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:diposit.ub.edu:2445/1888472026-05-27T06:46:51Z
dc.title.none.fl_str_mv Impact of peers in educational outcomes in Economics
title Impact of peers in educational outcomes in Economics
spellingShingle Impact of peers in educational outcomes in Economics
Abío, Gemma
Treball en equip
Estratègies d'aprenentatge
Interacció educativa
Educació superior
Teams in the workplace
Learning strategies
Interaction analysis in education
Higher education
title_short Impact of peers in educational outcomes in Economics
title_full Impact of peers in educational outcomes in Economics
title_fullStr Impact of peers in educational outcomes in Economics
title_full_unstemmed Impact of peers in educational outcomes in Economics
title_sort Impact of peers in educational outcomes in Economics
dc.creator.none.fl_str_mv Abío, Gemma
Alcañiz, Manuela
Belloni, Carlos Marcelo
Gómez-Puig, Marta
Ortiz Gracia, Luis
Royuela Mora, Vicente
Rubert, Glòria
Serrano, Mònica (Serrano Gutiérrez)
Stoyanova, Alexandrina Petrova
author Abío, Gemma
author_facet Abío, Gemma
Alcañiz, Manuela
Belloni, Carlos Marcelo
Gómez-Puig, Marta
Ortiz Gracia, Luis
Royuela Mora, Vicente
Rubert, Glòria
Serrano, Mònica (Serrano Gutiérrez)
Stoyanova, Alexandrina Petrova
author_role author
author2 Alcañiz, Manuela
Belloni, Carlos Marcelo
Gómez-Puig, Marta
Ortiz Gracia, Luis
Royuela Mora, Vicente
Rubert, Glòria
Serrano, Mònica (Serrano Gutiérrez)
Stoyanova, Alexandrina Petrova
author2_role author
author
author
author
author
author
author
author
dc.subject.none.fl_str_mv Treball en equip
Estratègies d'aprenentatge
Interacció educativa
Educació superior
Teams in the workplace
Learning strategies
Interaction analysis in education
Higher education
topic Treball en equip
Estratègies d'aprenentatge
Interacció educativa
Educació superior
Teams in the workplace
Learning strategies
Interaction analysis in education
Higher education
description This paper deepens the study of peer interactions in the university classroom. METHOD. We evaluate the effects of teamwork on individual academic performance in four Team Based Learning (TBL) courses in the degrees of Economics and Business Administration. RESULTS. We find that the average grade of the rest of the team members has a significant and positive association with individual student's grades. Student's own test score increases about 0.65 points for every 1-point increase in his teammate's average score. This association remains positive and significant even when we include socio-demographic variables to control for individual characteristics. We also test the heterogeneity of peer effects by ability of individual and team performance. DISCUSSION. The results suggest there is no heterogeneity in individual ability, but we find a positive or slightly negative difference in the magnitude of the peer effect for teams at the top/bottom quartile relative to teams in the middle of the distribution.
publishDate 2022
dc.date.none.fl_str_mv 2022
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/188847
url https://hdl.handle.net/2445/188847
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://doi.org/10.1344/reire.38063
REIRE. Revista d'Innovació i Recerca en Educació, 2022, vol. 15, num. 2, p. 1-18
https://doi.org/10.1344/reire.38063
dc.rights.none.fl_str_mv cc-by (c) Abío, Gemma et al., 2022
https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc-by (c) Abío, Gemma et al., 2022
https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv ICE Universitat de Barcelona
publisher.none.fl_str_mv ICE Universitat de Barcelona
dc.source.none.fl_str_mv Articles publicats en revistes (Econometria, Estadística i Economia Aplicada)
reponame:Dipòsit Digital de la UB
instname:Universidad de Barcelona
instname_str Universidad de Barcelona
reponame_str Dipòsit Digital de la UB
collection Dipòsit Digital de la UB
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,298079

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