Appealing to Good Students in Introductory Economics
AbstractThe authors examine the effectiveness of different teaching techniques using a unique data set that allows them to match student and instructor characteristics to assess their impact on students' interest in economics. They find that devoting less class time to lecture and more to discussion is effective for all types of students. However, the magnitude of the effects of these two techniques varies considerably by type of student, as does the impact of several other teaching techniques. They conclude that using a variety of teaching techniques is the most successful strategy to appeal to the broad range of learning styles adopted by “good” students.
Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
Bibliographic InfoArticle provided by Taylor and Francis Journals in its journal The Journal of Economic Education.
Volume (Year): 34 (2003)
Issue (Month): 4 (January)
Contact details of provider:
You can help add them by filling out this form.
CitEc Project, subscribe to its RSS feed for this item.
- Tiffany Hutcheson & Harry Tse, 2004. "Learning by Students at University," Working Paper Series 136, Finance Discipline Group, UTS Business School, University of Technology, Sydney.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Michael McNulty).
If references are entirely missing, you can add them using this form.