Studies consistently show that active learning improves student satisfaction, but results on achievement are less conclusive. We address this puzzle by comparing an active learning classroom that employs peer instruction with a traditional lecture using an experimental design in a Chilean Economics and Business school. Students in the treatment group are more satisfied with the course and have better grades, but the treatment effect varies as the semester progresses: small at the beginning, larger in the middle, and nonexistent in the final exam. Our hypothesis is that the treatment changed student effort. Students performed better under peer instruction and may have decided to decrease their effort toward the end of the semester. We present evidence consistent with this hypothesis. Additionally, students in the treatment group perceived that the most important part of the treatment was the greater interaction with the professor, and they reported studying less with their peers outside of class.

研究一致表明，主动学习可以提高学生的满意度，但是成就感的结论性较差。我们通过比较一个活跃的学习课堂来解决这个难题，该课堂采用同伴指导和传统演讲，并使用智利经济与商学院的实验设计进行了实验。治疗组的学生对课程更满意，并且成绩更高，但是治疗效果随学期的进展而变化：开始时较小，中期较大，而期末考试则不存在。我们的假设是这种治疗改变了学生的努力。在同伴指导下，学生表现更好，并可能决定在学期末减少精力。我们提出与该假设一致的证据。另外，