Comparison of problem-based learning application in different years

In this paper, a comparison of the application of "Problem Based Learning" in two subjects corresponding to different years (Introduction to economics, Principles of Microeconomics of first year and Fiscal and Monetary Policy of the third year) is carried out. The objective of the present piece or research is to confirm or not an extended hypothesis among business and economics professors, which preferably associate the benefits and usefulness of this concrete method of active learning to its use in advanced years, thus discouraging its use in the first year of the degree or in those typically introductory subjects. The comparison is made using different vectors, such as the percentage of student participation, the outcomes, grades obtained, the assessment by the students of the active learning initiatives, in addition to different learning objectives, and the specific and transversal competences included in each subject and year. A qualitative interpretation of the implementation of the two interventions in the classroom is also carried out. In reference to the quantitative results, there is not a relevant difference between the intervention applied in the first and the one applied in third year, perhaps with the exception of the assessment of certain learning outcomes, which is lower for the first year. However, these slight differences do not allow us to prioritize the use of problem-based learning only in advanced courses, due to the scarce difference in results and the fact that in the first year the challenge of the acquisition of competences is more relevant.