Abstract
ABSTRACT We study whether and how teaching style (i.e. traditional vs active mode) affects academic performance of young individuals in tertiary education. We focus on entrepreneurship education as an ideal subject for experimenting alternative teaching methods. Identification relies on Triple Difference estimates based on detailed administrative data for the universe of students in a Master’s program in Management in Italy. Our preferred estimates show no significant effects of the teaching mode on student’s achievement. However, further estimates reveal interesting heterogeneities across students, being active teaching more effective in the case of females and students from secondary schools with an academic track.
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