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The Gender Issue Revisited: A Case Study of Student Performance in Economics and Econometrics

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  • Dancer, Diane M

    (Econometrics and Business Statistics, Faculty of Economics and Business, University of Sydney, NSW)

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    Abstract

    Using a sample of 696 first year students in an Australian university, we use a seemingly unrelated regression model and show that there are some very important differences between the key characteristics affecting performance in a first year course in economics and econometrics. Here the primary concern was a possible different gender affect in the two courses. The results indicate that the ability factors such as the TER, the mathematical ability and whether a student enrolls in a Commerce degree or another degree are important factors for differentiating success in economics and econometrics. The gender and age of a student--part of the socio-economic factors--are very different for the two courses. Of particular interest are the different effects of the gender variable in the two courses. Further, indicators of commitment such as attendance at tutorials, mostly attending lectures and motivation for enrolling in an economics related degree because the student took economics at school all clearly show differences.

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    Bibliographic Info

    Article provided by Queensland University of Technology (QUT), School of Economics and Finance in its journal Economic Analysis and Policy (EAP).

    Volume (Year): 33 (2003)
    Issue (Month): 1 (March)
    Pages: 73-89

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    Handle: RePEc:eap:articl:v:33:y:2003:i:1:p:73-89

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    Web page: http://www.journals.elsevier.com/economic-analysis-and-policy/
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    Keywords: Economics; Gender;

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    1. Hausman, Jerry A, 1978. "Specification Tests in Econometrics," Econometrica, Econometric Society, vol. 46(6), pages 1251-71, November.
    2. Becker, William E & Walstad, William B, 1990. "Data Loss from Pretest to Posttest as a Sample Selection Problem," The Review of Economics and Statistics, MIT Press, vol. 72(1), pages 184-88, February.
    3. Stephen Devadoss & John Foltz, 1996. "Evaluation of Factors Influencing Student Class Attendance and Performance," American Journal of Agricultural Economics, Agricultural and Applied Economics Association, vol. 78(3), pages 499-507.
    4. Butler, J S & Finegan, T Aldrich & Siegfried, John J, 1994. "Does More Calculus Improve Student Learning in Intermediate Micro and Macro Economic Theory?," American Economic Review, American Economic Association, vol. 84(2), pages 206-10, May.
    5. Rodgers, Joan R, 2002. "Encouraging Tutorial Attendance at University Did Not Improve Performance," Australian Economic Papers, Wiley Blackwell, vol. 41(3), pages 255-66, September.
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