The two goals that faculty thought were more important than did the students were: (1) mastering knowledge in a discipline, and (2) preparing for employment. Students rated the following three areas much higher than did the faculty: (1) developing research ability, (2) providing for emotional development, and (3) achieving more self-understanding.…

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)

Reports on a study of student academic performance among 1,314 first-year business students at a technical university in Singapore. Concludes that older students, students with prior economic course experience, male students, and ethnic Chinese students performed better than their counterparts. (CFR)

Asserts that the number of students who major in economics is important to economics departments because college and university budgets often are affected by enrollment. Reviews the number of four-year economics degrees since 1977-78 as reported by the National Center for Education Statistics. (CFR)

Discusses problems of sample selection in explaining student performance in economics classes. Reports on a study of student performance correlated with class attendance, course dropouts, and homework. Concludes that any researcher gathering data about instructional effectiveness must account for students who drop the class. (CFR)

Presents results of a study examining gender differences in measures of academic aptitude and achievement that predict persistence in introductory economics courses. Concludes that females need more validation than male students to persist in the study of economics. Suggests that the need for female students to overcome classroom climate may…

Contends that teachers can incorporate data collection and writing activities into economics classes to stimulate and enrich classroom experiences. Describes three types of assignments involving data collection and written reports designed for microeconomics courses. Includes five figures that exemplify the assignments. (CFR)

Maintains that cheating in college-level economics courses is a serious problem. Presents findings based on the randomized response approach from 443 students at 2 major universities. Finds that at least 42% of college students have cheated on at least one examination. (CFR)

Charts the changes in student opinions, regarding the fairness of pricing and profits, from beginning to end of a first-year college economics course. Students answered morally ambiguous questions involving product markets and prices. Student belief in the fairness of free market pricing increased dramatically. (MJP)