Team-Based Learning and Gender Inclusiveness in Economics

Abstract

Women's low self-confidence in quantitative fields affects both academic achievement and career choices, perpetuating gender inequality. This structural problem contributes to horizontal segregation, hinders progress toward SDG 5 and results in a substantial loss of talent in the economic system. This paper investigates the impact of implementing team-based learning (TBL) on student performance in macroeconomics at a university in Northern Italy. Utilizing a structural break in the academic year when TBL was introduced, the study assesses its effectiveness and explores potential gender biases in outcomes. The econometric analysis employs multivariate regression, probit analysis, and a Cragg model to measure TBL's effect on grades while controlling for student socio-demographic characteristics. Results indicate a positive impact on student performance. Particularly females, demonstrate improved macroeconomic scores, meanwhile, males experience a significant increase in the likelihood of passing the exam, indicating shifts not only in performance but also in attitudes and exam approach.