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A Multivariate Evaluation Of Mainstream And Academic Development Courses In First-Year Microeconomics

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  • Leonard Smith
  • Lawrence Edwards

Abstract

This paper analyses the impact of the University of Cape Town's first-year microeconomics academic development course on performance in examinations. The paper makes two advances to existing empirical literature in this area. Firstly, we compare performance with a control group drawn from the mainstream economic course. Secondly, we evaluate performance in subsequent courses in first-year macroeconomics and second-year microeconomics. The results suggest that the academic development course has a major impact on students' performance in the structured/essay questions, relative to the control group, in first- and second-year microeconomics, and for the multiple-choice questions in first-year macroeconomics. Copyright (c) 2007 The Authors. Journal compilation (c) 2007 Economic Society of South Africa.

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Bibliographic Info

Article provided by Economic Society of South Africa in its journal South African Journal of Economics.

Volume (Year): 75 (2007)
Issue (Month): 1 (03)
Pages: 99-117

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Handle: RePEc:bla:sajeco:v:75:y:2007:i:1:p:99-117

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Cited by:
  1. Hunt, Karin & Rankin, Neil A. & Schöer, Volker & Nthuli, Miracle & Sebastiao, Claire, 2009. "Blind Admission? The ability of NSC maths to signal competence in university commerce courses as compared to the former SC Higher Grade maths," MPRA Paper 18075, University Library of Munich, Germany.
  2. Justine Burns & Simon Halliday & Malcolm Keswell, 2012. "Gender and Risk Taking in the Classroom," SALDRU Working Papers 87, Southern Africa Labour and Development Research Unit, University of Cape Town.

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