Publication Date
| In 2015 | 0 |
| Since 2014 | 0 |
| Since 2011 (last 5 years) | 1 |
| Since 2006 (last 10 years) | 1 |
| Since 1996 (last 20 years) | 1 |
Descriptor
| Achievement Gains | 1 |
| Block Scheduling | 1 |
| Course Organization | 1 |
| Economics Education | 1 |
| Educational Principles | 1 |
| Macroeconomics | 1 |
| Mail Surveys | 1 |
| Microeconomics | 1 |
| Recall (Psychology) | 1 |
| Retention (Psychology) | 1 |
| More ▼ | |
Source
| Journal of Education for… | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Higher Education | 1 |
Audience
| Policymakers | 1 |
| Teachers | 1 |
Showing one result
Peer reviewed
Direct linkJohnson, Daniel K. N.; Lybecker, Kristina M.; Taylor, Corrine H. – Journal of Education for Business, 2011
The authors investigated whether the curricular structure of an economics course (semester, trimester, or compressed block schedule) has an effect on an undergraduate's subsequent retention of course material, while controlling for other relevant differences. They tested separately for theoretical or process comprehension and for graphical…
Descriptors: Testing Problems, Microeconomics, Macroeconomics, Retention (Psychology)
