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ERIC Number: EJ1069013
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 25
Academic Controversy in Macroeconomics: An Active and Collaborative Method to Increase Student Learning
Santicola, Craig F.
American Journal of Business Education, v8 n3 p177-184 2015
The literature indicates that there is a lack of learning outcomes in economics that can be attributed to the reliance on traditional lecture and the failure to adopt innovative instructional techniques. This study sought to investigate the student learning effects of academic controversy, a cooperative learning technique that shows promise in the area of economics instruction. A quasiexperimental pre-test, posttest design was used to compare a control group which received traditional lecture to a treatment group which received academic controversy lessons. Analysis of the data from the Test of Understanding in College Economics post-test suggests that the use of academic controversy had a positive impact on student learning. Implications of the study include providing a framework for academic controversy which shows promise for improving student learning in post-secondary macroeconomics.
Descriptors: Macroeconomics, Cooperative Learning, Economics Education, Quasiexperimental Design, Pretests Posttests, Control Groups, Experimental Groups, Teaching Methods, Instructional Effectiveness, Problem Based Learning, Achievement Gains, Hypothesis Testing, Participant Characteristics, Comparative Analysis, Comparative Testing, Scores, Educational Strategies, Business Administration Education, Higher Education, College Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A