Do Classroom Experiments Increase Learning in Introductory Microeconomics?
AbstractAbstract: Interest in using classroom experiments to teach economics is increasing whereas empirical evidence on how experiments affect learning is limited and mixed. The author used a pretest-posttest control-group design to test whether classroom experiments and grade incentives that reward performance in experiments affect learning of introductory microeconomics. The author measured the partial effects of experiments independently of instructor quality and teaching methods using Test of Understanding in College Economics scores. Experiments without incentives are associated with higher posttest scores and greater improvement over pretest scores, but grade incentives may offset benefits of experiments. Controlling for student aptitude and other characteristics, limiting influence of potential outliers, or adjusting for potential selection bias from incomplete observation of test scores does not alter the conclusion that experiments increase learning whereas grade incentives do not.
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Bibliographic InfoArticle provided by Taylor and Francis Journals in its journal The Journal of Economic Education.
Volume (Year): 37 (2006)
Issue (Month): 3 (July)
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- Gerald Eisenkopf & Pascal Sulser, 2013.
"How to Improve Economic Understanding? Testing Classroom Experiments in High Schools,"
Working Paper Series of the Department of Economics, University of Konstanz
2013-04, Department of Economics, University of Konstanz.
- Gerald Eisenkopf & Pascal Sulser, 2013. "How to Improve Economic Understanding? Testing Classroom Experiments in High Schools," TWI Research Paper Series 80, Thurgauer Wirtschaftsinstitut, Universität Konstanz.
- Beth A. Freeborn & Jason P. Hulbert, 2009. "Persuasive and Informative Advertising: A Classroom Experiment," Working Papers 85, Department of Economics, College of William and Mary.
- Martin Dufwenberg & J. Todd Swarthout, 2009. "Play to Learn? An Experiment," Experimental Economics Center Working Paper Series 2009-08, Experimental Economics Center, Andrew Young School of Policy Studies, Georgia State University.
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