Efeitos de pares em active learning: explorando alocação exógena de grupos

This paper investigates peer effects in higher education in an environment of active learning that gives great importance for students' interaction through group work. Our empirical strategy uses exogenous variation in group composition to estimate peer effects in different exercises. We find no evidence of peer effects in a basic linear-in-means specification. However, we find positive impact of mid-ability peers on high-ability students' achievement and negative effect from low-ability peers on low-ability students. We find no evidence of impact from peers with previous interaction.