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ERIC Number: EJ1047959
Record Type: Journal
Publication Date: 2014-Dec
Abstractor: As Provided
The Prisoner's Dilemma and Economics 101: Do Active Learning Exercises Correlate with Student Performance?
Byun, Chong Hyun Christie
Journal of the Scholarship of Teaching and Learning, v14 n5 p79-91 Dec 2014
The importance of active learning in the classroom has been well established in the field of Economic education. This paper examines the connection between active learning and performance outcomes in an Economics 101 course. Students participated in single play simultaneous move game with a clear dominant strategy, modeled after the Prisoner's Dilemma. The hypothesis is that if a student understands the Prisoner's Dilemma and the relevant assumptions in Economic theory, he will choose the dominant strategy in the game. But will his choice be correlated with his performance on two important metrics? Empirical evidence indicates that there is a correlation between a student's performance on the Prisoner's Dilemma game and his performance on the subsequent in-class exam and in the course overall.
Descriptors: Active Learning, Learning Activities, Correlation, Performance Based Assessment, Academic Achievement, Economics Education, Educational Games, Game Theory, Microeconomics, Regression (Statistics), Predictor Variables, Scores, Educational Practices, Control Groups, Experimental Groups, Comparative Analysis, Comparative Testing, Achievement Gains, Teaching Methods
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Indiana