Little research in economic education has dealt with MBA programs. The authors investigated student performance in a microeconomics/managerial economics course taught in a one-year MBA program at the German International School of Management and Administration in Hanover, Germany, during the 2002-5 academic years. After controlling for other…

A traditional college economics course and an experimental economics course where students may purchase lecture notes are compared for student achievement. (DE)

Maintains that research in economic education has concentrated on projects for which a quantifiable result is likely. Affirms that course grades and achievement are criteria that are too narrow to measure student performance accurately in economics courses on the college level. Suggests that economists use broader criteria in research and in…

Questions previous studies which found that students of economics in two-year colleges learned less than students in four-year schools because of inadequate instruction. Offers alternative hypotheses for performance differences, including inadequate sampling in earlier studies, possible bias of measuring instruments, and different objectives of…

Reports results of an experiment to measure the impact of course grade incentive on student performance in college level economics courses. Findings indicated that students scored higher when the TUCE was a graded course requirement. (Author/DB)

Effects of various student, teacher, and school system characteristics on levels of student economic understanding and learning in grades five-12 were studied. Particular attention was paid to which schools were participating in the Developmental Economic Education Program (DEEP). (Author/RM)

A survey of economics and business college students showed that students were unfavorably disposed toward large classes. In attempting to explain the attitude of students toward large classes, the instructor's popularity and students receiving high grades improved the course rating. Course subject matter and student gender also made a difference.…

An economic model in which attitudes toward economics are modified by performance in the course (as grades accumulate) and in which performance is modified by changes in attitude is presented. A test of the model supported the economics of information rationale that informational messages about performance in economics affect attitude. (Author/RM)

Statistical evidence showed that university faculty with relatively few students tend to assign higher grades than would be expected otherwise. The significance of this association must be taken into consideration when evaluating student achievement and faculty performance. (Author/RM)

Research showed that freshmen, particularly first-semester freshmen, are significantly disadvantaged in the study of economics when scheduled with sophomore students. Economics educators should mix students of different collegiate levels only when it is justified by other educational considerations. (Author/RM)

Study results suggest that student achievement and attitudes toward economics at the college level might be improved by a better match between the teaching style of instructors and the learning style of students. (Author/RM)

An evaluation of computer-assisted instruction (CAI) in economics showed that CAI does improve student scores but not significantly more than traditional assignments. Results indicated that CAI is better than just using lectures to teach economics, and that, while, CAI is not better than traditional assignments, it is not any worse. (RM)

After completing an introductory economics course, college students living in what are judged to be adverse environments had lower levels of economic knowledge than students living in other residences. Also, students who had taken high school economics achieved significantly lower grades than those without the high school course. (RM)

Inservice teacher training in economics improved the achievement scores of participating teachers and their students. In addition, as their achievement scores improved, both teachers and students developed more positive opinions about economics. (Author/RM)

Practicing teachers who took a Masters of Instruction program showed a mastery of economics comparable to regular college students taking intermediate theory courses and significantly more positive attitudes toward economics. However, the study raised serious questions concerning the effectiveness of college economics teaching and the economic…