Pass or good grades: Direct and mediated effects of a teaching method

Abstract

This study analyses the impact of active learning methods on the academic performance of first year management students. It evaluates how the assessment system, whether focused on active methods or traditional exam-based approaches, affects students' academic performance. Academic data from more than 4000 students were collected and analysed using a bivariate probit model to determine the probability of passing the course and the probability of obtaining high grades. Our research shows that active teaching methods have a positive effect on academic performance. This relationship is influenced by factors such as student engagement and effort. The main contribution to the state of the art is the objective quantification of these mediators, which have traditionally posed methodological challenges to researchers. The research reveals subtle differences in how teaching methods affect pass rates and top grades. These findings provide valuable insights for educators and researchers seeking to understand the complex relationship between teaching approaches, academic achievement and student engagement.