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ERIC Number: EJ1106716
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0485
EISSN: N/A
Randomized Controlled Trial of Teaching Methods: Do Classroom Experiments Improve Economic Education in High Schools?
Eisenkopf, Gerald; Sulser, Pascal A.
Journal of Economic Education, v47 n3 p211-225 2016
The authors present results from a comprehensive field experiment at Swiss high schools in which they compare the effectiveness of teaching methods in economics. They randomly assigned classes into an experimental and a conventional teaching group, or a control group that received no specific instruction. Both teaching treatments improve economic understanding considerably, while effect sizes between teaching treatments are almost identical. However, preexisting economic competencies crucially affect learning outcomes as more competent students seem to benefit disproportionately from classroom experiments, while weaker students lose out. Supplemental data indicate that the experimental treatment crowded out time for adequately discussing the subject, which may have limited less competent students to generate a profound understanding.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Switzerland
Grant or Contract Numbers: N/A