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A Test of Enhancing Learning in Economics through Nudges

Author

Listed:
  • Rita Balaban
  • Patrick Conway

Abstract

We test for the importance of nudges in improving student performance in introductory economics courses at UNC-Chapel Hill. We use a randomized controlled trial to test the effectiveness of nudges in encouraging use of academic supports and (jointly) the use of these supports on academic performance. With our aggregated sample the average treatment effects take the correct sign but are uniformly statistically insignificant. This near-zero average effect masks large and significant effects of nudges among subgroups of individuals: females, first years, and individuals of color. Our results identify subgroup-activity pairings for which nudges work at the margin to encourage participation.

Suggested Citation

  • Rita Balaban & Patrick Conway, 2020. "A Test of Enhancing Learning in Economics through Nudges," AEA Papers and Proceedings, American Economic Association, vol. 110, pages 289-293, May.
    • Handle: RePEc:aea:apandp:v:110:y:2020:p:289-93
    DOI: 10.1257/pandp.20201050
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    More about this item

    JEL classification:

    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
    • D83 - Microeconomics - - Information, Knowledge, and Uncertainty - - - Search; Learning; Information and Knowledge; Communication; Belief; Unawareness
    • D91 - Microeconomics - - Micro-Based Behavioral Economics - - - Role and Effects of Psychological, Emotional, Social, and Cognitive Factors on Decision Making
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • J15 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination

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