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ERIC Number: ED260948
Record Type: Non-Journal
Publication Date: 1984-Jul
Pages: 29
Abstractor: N/A
Reference Count: N/A
Student, Teacher and School System Variables Affecting Economic Understanding at the Pre-College Level: Results from the Indiana Council for Economic Education's Statewide Assessment.
Watts, Michael
This study measured the effects of specified variables on student knowledge of economics before taking an economics course and the effects of an enlarged set of variables on knowledge gained from taking the course. The pretest included 5,300 students from 200 classes in 150 randomly selected Indiana schools. Missing data and missing students reduced the number of subjects in some of the pre-post comparisons to about 2,200 students. In view of the short available testing time in classes, cognitive tests of only 22 to 24 items were developed and field-tested, following the content of the "Master Curriculum Guide" developed by the Joint Council on Economic Education. Reliability measures of the tests were low, due to the small numbers of test items, but were considered to be satisfactory. Variables that were positive and statistically significant in their effect on economic knowledge before the course was taken included IQ/aptitude percentile, sex, school enrollment, and assessed valuation per student. A school-wide measure of poverty was negatively and significantly related. In the post-test, the pre-test score and most of the same variables were significant, with the expected signs. The characteristic variable indicating participation in the Developmental Economic Education Program (DEEP) showed puzzling relationships in both the pretest and posttest, possibly due to colinearity and to the method of selection of DEEP schools. The paper ends with a short discussion of the problem of using individual student variables with aggregative school-district variables. (IM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A