ERIC Number: ED227028
Record Type: RIE
Publication Date: 1982-Oct-15
Reference Count: 0
The Use of Seven Simulation Activities in a College Economics Survey Course.
Fraas, John W.
The simulation-gaming approach to college introductory economics courses benefits students who possess a certain combination of cognitive learning styles. The Cognitive Style Questionnaire, administered to 120 freshmen, identified those students who obtain meaning from spoken words, numerals, or mathematical symbols; have the ability to place themselves in another's position; and are influenced by peers as those who would benefit from the simulation-gaming method. Students who obtain meaning from written words, numerals, or mathematical symbols, direct their own behavior, and make their own decisions were identified as learning best from the lecture-discussion approach. Students were then randomly assigned to courses using one of the two approaches. The experimental class integrated simulation with the lecture method; the control class used the lecture method exclusively. Experimental classes used role playing, team membership, and a computer simulation to demonstrate microeconomic and macroeconomic concepts. Students responsive to simulation techniques in the experimental classes received higher grades than their counterparts in the control classes; conversely, students responsive to lecture-discussion methods recorded higher grades in the control classes than their counterparts in the experimental classes. (KC)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Economics in the Community College Workshop (Orlando, FL, October 15, 1982).