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Comparing Student Performance Using Cooperative Learning

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  • Daniel R. Marburger

    ()
    (Arkansas State University)

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    Abstract

    The purpose of this paper is to investigate empirically student performance in principles of microeconomics classes taught via co-operative learning versus the traditional lecture. In a fall semester, I taught one cohort of micro principles students as a traditional lecture, while presenting the course content to the other cohort via co-operative learning. A major distinction between this study and previous empirical works is that co-operative learning did not serve as a supplement to the traditional lecture. Rather, co-operative learning exercises essentially replaced the traditional lecture. The evidence reveals that whereas performance on multiple choice exams was fairly comparable, students who were enrolled in the co-operative learning class were better able to apply theory on a project that required a higher level of economic reasoning than those who learned the course content through the lecture.

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    Bibliographic Info

    Article provided by Economics Network, University of Bristol in its journal International Review of Economics Education.

    Volume (Year): 4 (2005)
    Issue (Month): 1 ()
    Pages: 46-57

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    Handle: RePEc:che:ireepp:v:4:y:2005:i:1:p:46-57

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