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Can student effort be manipulated? Does it matter?

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  • Hans Bonesrønning
  • Leiv Opstad

Abstract

This article provides evidence that college students' effort can be manipulated substantially by making changes in the college testing regime and moreover that student effort is a meaningful input in education production. The evidence comes from a quasi-experiment where a mid-semester test with a pass requirement is introduced to a mandatory one-semester Business School course in Macroeconomics. Four cohorts of students - one before and three after the introduction of the pass requirement - have reported their study effort twice during the semester, and the relationship between achievement and study effort is investigated by using a within-subject within-student across-study periods approach.

Suggested Citation

  • Hans Bonesrønning & Leiv Opstad, 2015. "Can student effort be manipulated? Does it matter?," Applied Economics, Taylor & Francis Journals, vol. 47(15), pages 1511-1524, March.
    • Handle: RePEc:taf:applec:v:47:y:2015:i:15:p:1511-1524
    DOI: 10.1080/00036846.2014.997923
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    Cited by:

    1. Chadi, Adrian & de Pinto, Marco & Schultze, Gabriel, 2019. "Young, gifted and lazy? The role of ability and labor market prospects in student effort decisions," Economics of Education Review, Elsevier, vol. 72(C), pages 66-79.
    2. Michaelis, Jochen & Schwanebeck, Benjamin, 2016. "Examination rules and student effort," Economics Letters, Elsevier, vol. 145(C), pages 65-68.
    3. Kristin Butcher & Patrick McEwan & Akila Weerapana, 2022. "Making the (Letter) Grade: The Incentive Effects of Mandatory Pass/Fail Courses," NBER Working Papers 30798, National Bureau of Economic Research, Inc.
    4. Fulya Ersoy, 2021. "Returns to effort: experimental evidence from an online language platform," Experimental Economics, Springer;Economic Science Association, vol. 24(3), pages 1047-1073, September.

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