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. First, regarding 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 toward PBL intervention. Therefore, despite the third-year’s better learning outcomes, this result does not clearly suggest that PBL be prioritized solely in advanced years because the difference in the results is only marginal and because in the first year, the challenge of the acquisition of competences is more relevant.