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Does the Choice of Introductory Microeconomics Textbook Matter?

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  • Derek Pyne

Abstract

The author examines the effects of different introductory microeconomics textbooks on student performance in subsequent economics courses (specifically, Intermediate Microeconomics I and Money and Banking). In some cases, the effects are significant and sizeable. There is also evidence of other variables affecting student performance in later courses, such as taking first-year microeconomics by distance, math background, effects of having taken other economics courses, and the time between introductory economics and later courses.

Suggested Citation

  • Derek Pyne, 2007. "Does the Choice of Introductory Microeconomics Textbook Matter?," The Journal of Economic Education, Taylor & Francis Journals, vol. 38(3), pages 279-296, July.
    • Handle: RePEc:taf:jeduce:v:38:y:2007:i:3:p:279-296
    DOI: 10.3200/JECE.38.3.279-296
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    Cited by:

    1. Islam, Shahidul & Manaloor, Varghese, 2011. "Teaching introductory economics to students of different majors: Challenges and opportunities," MPRA Paper 107277, University Library of Munich, Germany, revised 2011.
    2. Odell, Kathleen E., 2018. "Team-based learning and student performance: Preliminary evidence from a principles of macroeconomics classroom," International Review of Economics Education, Elsevier, vol. 29(C), pages 44-58.
    3. Engelhardt, Bryan & Johnson, Marianne & Meder, Martin E., 2021. "Learning in the time of Covid-19: Some preliminary findings," International Review of Economics Education, Elsevier, vol. 37(C).
    4. Vujica Lazovic & Biljana Rondovic & Danijela Lazovic & Tamara Djurickovic, 2021. "Is Economic Theory, Presented in Basic Academic Textbooks, Applicable to the Digital Economy?," Sustainability, MDPI, vol. 13(22), pages 1-23, November.

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