The author, a teacher of economics and commercial subjects in Papua New Guinea, reported on the difficulties encountered in teaching these subjects in a developing country, where education of the western type is still associated with an aura of "cargo-cult" thinking. Other problems are the lack of native language textbooks and the absence of even…

In comparison with an introductory psychology course, an introductory economics course tends to make students more conservative. (DE)

Intended for use by college level economics instructors contemplating use of the Teaching Information Processing System (TIPS), the article analyzes TIPS with emphasis on its benefits as perceived by students. Consideration is also given to residual effects of TIPS and to installation costs. (Author/DB)

Develops a model to explain relationships among student effort, learning, and course evaluation in college level economics courses. Specifically, the model considers student allocation of effort to various courses, curricular choices open to students, and information concerning course characteristics. (Author/DB)

High School students who took the Test of Economic Understanding were asked whether economics is a masculine or feminine topic and whether they preferred male or female teachers in their social studies classes. Students who did not gender stereotype economics and had no gender preference for their teacher did better on the TEU. (KC)

The study measured the effectiveness of the film series "Trade-offs" in improving elementary school student economic understanding, cost-benefits of having a teacher trained for "Trade-offs," and models for measuring the relationship between economic achievement and attitude. Results indicate positive impact of the film series, particularly when…

Reports results of a teacher in-service program that provided instruction in economics as part of the Unified Sciences and Mathematics for Elementary School Program. Findings from tests of teacher and student knowledge and attitudes toward economics indicated that many participants gained substantial benefits from program participation. (DB)

Describes and evaluates an instrument designed to measure college student attitudes toward income distribution. Findings from a study of student attitudes toward income distribution as a result of economics instruction indicate significant changes did take place. (DB)

Recounts statistical inaccuracies in an article on computer-aided instruction in economics courses on the college level. The article, published in the J. Econ. Ed (Fall 1978), erroneously placed one student in the TIPS group instead of the control group. Implications of this alteration are discussed. (DB)

Summarizes studies which include student gender as a variable in economics test performance and examines the effect of gender on understanding and learning economics. Discusses gender differences in the effectiveness of alternative teaching techniques and in the enjoyment of and interest in economics. (KC)

Describes study which indicates that large class size is not detrimental to retention performance in introductory economics classes. Variables examined include class size, method of instruction, cognitive levels of learning, pre- and post-test scores, grade in the course, class, SAT scores, and student attitude. (KC)

Results of a study indicate that beginning courses in college economics should be taught with fewer lectures and more student involvement. Current events and group activities should be an integral part of classes. (Author/KC)

Discusses a study which examined the effect of an introductory course in microeconomics on the college level on student attitudes toward liberalism and conservatism. The sample consisted of students enrolled in courses in microeconomics, psychology, and sociology at North Texas State University in 1978. Findings indicated that students who have…

Examines how the characteristics and attitudes of students interact with the pedagogy and attributes of the instructor to influence student decisions to study economics beyond the first semester. Finds that students who have a predisposition to major in economics and who find economics relevant are more likely to continue. (RLH)

Develops an economic model to explain and describe cheating behavior of undergraduates. Addresses the similarities and differences between cheating and theft. Concludes that cheating behavior is inversely related to grade point average and directly related to observing others cheating and perception of the number of students who cheat. (DK)