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Basic Math Skills and Performance in an Introductory Economics Class

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Author Info
Charles L. Ballard () (Michigan State University)
Marianne F. Johnson (University of Wisconsin, Oshkosh)
Abstract

The authors measure math skills with a broader set of explanatory variables than have been used in previous studies. To identify what math skills are important for student success in introductory microeconomics, they examine (1) the student’s score on the mathematics portion of the ACT Assessment Test, (2) whether the student has taken calculus, (3) whether the student has been required to take remedial mathematics, and (4) the student’s score on a test of very basic mathematical concepts. All four measures have significant effects in explaining performance in an introductory microeconomics course. The authors find similar results, regardless of whether they use self-reported information from students or official administrative records from the university. The results suggest that improvements in student performance may depend on improved mastery of basic algebra.

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Publisher Info
Article provided by Helen Dwight Reid Foundation in its journal The Journal of Economic Education.

Volume (Year): 35 (2004)
Issue (Month): 1 ()
Pages: 3-23
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Handle: RePEc:jee:journl:v:35:y:2004:i:1:p:3-23

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Related research
Keywords: mathematical skills; microeconomics; student performance;

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Find related papers by JEL classification:
A12 - General Economics and Teaching - - General Economics - - - Relation of Economics to Other Disciplines
A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate

Cited by:
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  1. Kurtis J. Swope & Pamela M. Schmitt, 2006. "The Performance of Economics Graduates over the Entire Curriculum: The Determinants of Success," Journal of Economic Education, Helen Dwight Reid Foundation, vol. 37(4), pages 387-394. [Downloadable!]
  2. Zhang, Lemin & Marsh, Dan, 2006. "How Can We Predict Performance in Tertiary Level Economics?," 2006 Conference, August 24-25, 2006, Nelson, New Zealand 31974, New Zealand Agricultural and Resource Economics Society. [Downloadable!]
  3. Susan Pozo & Charles A. Stull, 2006. "Requiring a Math Skills Unit: Results of a Randomized Experiment," American Economic Review, American Economic Association, vol. 96(2), pages 437-441, May. [Downloadable!]
  4. Charles Ballard & Marianne Johnson, 2005. "Gender, Expectations, and Grades in Introductory Microeconomics at a US University," Feminist Economics, Taylor and Francis Journals, vol. 11(1), pages 95-122, March. [Downloadable!] (restricted)
  5. Derek Pyne, 2007. "Does the Choice of Introductory Microeconomics Textbook Matter?," Journal of Economic Education, Helen Dwight Reid Foundation, vol. 38(2), pages 279-296. [Downloadable!]
  6. Lagerlöf, Johan N.M. & Seltzer, Andrew J, 2008. "The Effects of Remedial Mathematics on the Learning of Economics: Evidence from a Natural Experiment," CEPR Discussion Papers 6895, C.E.P.R. Discussion Papers. [Downloadable!] (restricted)
  7. Samer Kherfi, 2008. "East: Are the Determinants of Success in Introductory Economics Any Different?," Journal of Economic Education, Helen Dwight Reid Foundation, vol. 39(1), pages 22-40. [Downloadable!]
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