In this article, the authors describe a field experiment in the classroom where principles of micro-economics students are randomly assigned into homework-required and not-required groups. The authors find that homework plays an important role in student learning, especially so for students who initially perform poorly in the course. Students in…

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…

The authors develop an original measure of learning in higher education, based on grades in subsequent courses. Using this measure of learning, they show that student evaluations are positively related to current grades but unrelated to learning once current grades are controlled. They offer evidence that the weak relationship between learning and…

What is the effect of small-group learning on student learning outcomes in economic instruction? In spring 2002 and fall 2004, the author applied cooperative learning to one section of intermediate macroeconomics and taught another section using a traditional lecture format. He identified and then tracked measures of student learning outcomes.…

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…

Discusses a study to compare results of one- and two-semester college economics courses in three areas--recognition and understanding of economic concepts, simple application, and complex application. Findings indicated that, although students did learn more in two semesters, one could question whether the marginal cost exceeded the marginal…

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)

Reports the results of a study of the effects of intermediate economics courses on knowledge and understanding of economic concepts among undergraduate students at Harvard University. Courses involved in the study included micro and macro courses, field courses, a theoretical course, and a policy-oriented course. (Author/DB)

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)

Describes a computer-assisted instructional course in economics at the University of Illinois. The course employed the PLATO system, which makes use of a display panel and a typewriter-like keyset which enables students to communicate with the computer. Results of a study management system indicated that use of the PLATO system did facilitate…

Describes a study of the impact of innovative teaching techniques on students' cognitive achievement. After adjusting for differences in characteristics between users and nonusers, the effect of computer-assisted instruction on student achievement was found to be negative but small. (Author/AV)

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.…