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Teaching economics to the masses: The effects of student help centers on academic outcomes

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  • Cobb, Steven L.
  • McPherson, Michael A.
  • Molina, David J.
  • Quintanilla, John
  • Rasmussen, Elizabeth
  • Rous, Jeffrey J.

Abstract

Many institutions of higher education have some form of voluntary peer tutoring. There have been a number of efforts to examine the effects of such programs on student outcomes. Many of these fail to acknowledge the possibility of self-selection bias. Should such endogeneity exist, estimates regarding the extent to which help centers improve student performance will be biased. We examine the determinants of student participation in peer tutoring among students taking Principles of Economics, and we test for self-selection bias. Finally, we examine the factors that affect student performance in these classes over two semesters – approximately 1400 students. We find that students who live a greater distance from campus are less likely to participate; student ethnicity and gender also affect this choice. We also find that the number of visits to our help center is exogenous. Finally, we find that supplemental instruction significantly improves student performance.

Suggested Citation

  • Cobb, Steven L. & McPherson, Michael A. & Molina, David J. & Quintanilla, John & Rasmussen, Elizabeth & Rous, Jeffrey J., 2018. "Teaching economics to the masses: The effects of student help centers on academic outcomes," International Review of Economics Education, Elsevier, vol. 27(C), pages 16-23.
    • Handle: RePEc:eee:ireced:v:27:y:2018:i:c:p:16-23
    DOI: 10.1016/j.iree.2018.01.005
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    References listed on IDEAS

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    1. Pm Horn & Ai Jansen, 2009. "An Investigation Into The Impact Of Tutorials On The Performance Of Economics Students," South African Journal of Economics, Economic Society of South Africa, vol. 77(1), pages 179-189, March.
    2. Anthony L. Loviscek & Norman R. Cloutier, 1997. "Supplemental Instruction and the Enhancement of Student Performance in Economics Principles," The American Economist, Sage Publications, vol. 41(2), pages 70-76, October.
    3. Wendy A. Stock & Kevin Ward & Justin Folsom & Teresa Borrenpohl & Sophie Mumford & Zach Pershin & Danielle Carriere & Heather Smart, 2013. "Cheap and Effective: The Impact of Student-Led Recitation Classes on Learning Outcomes in Introductory Economics," The Journal of Economic Education, Taylor & Francis Journals, vol. 44(1), pages 1-16, March.
    4. Heckman, James, 2013. "Sample selection bias as a specification error," Applied Econometrics, Russian Presidential Academy of National Economy and Public Administration (RANEPA), vol. 31(3), pages 129-137.
    5. Douglas Staiger & James H. Stock, 1997. "Instrumental Variables Regression with Weak Instruments," Econometrica, Econometric Society, vol. 65(3), pages 557-586, May.
    6. Vincent G. Munley & Eoghan Garvey & Michael J. McConnell, 2010. "The Effectiveness of Peer Tutoring on Student Achievement at the University Level," American Economic Review, American Economic Association, vol. 100(2), pages 277-282, May.
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    More about this item

    Keywords

    Supplemental instruction; Student help centers; Self-selection bias;
    All these keywords.

    JEL classification:

    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
    • A29 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Other

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