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Student Performance in Undergraduate Economics Courses

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  • Kevin J. Mumford
  • Matthew W. Ohland

Abstract

Using undergraduate student records from six large public universities from 1990 to 2003, the authors analyze the characteristics and performance of students by major in two economics courses: Principles of Microeconomics and Intermediate Microeconomics. This article documents important differences across students by major in the principles course and compares these students to those who graduate with a major in economics. The data indicate that about two thirds of students who graduate with a major in economics declared their major sometime after completing the Principles of Microeconomics course. The article documents differences in characteristics and performance for economics graduates who started as engineering, math, or physics majors as compared to business or economics majors. The authors also examine whether starting in one of the more math-intensive majors of engineering, math, or physics improves student performance in intermediate microeconomics if performance in the principles course was good.

Suggested Citation

  • Kevin J. Mumford & Matthew W. Ohland, 2011. "Student Performance in Undergraduate Economics Courses," The Journal of Economic Education, Taylor & Francis Journals, vol. 42(3), pages 275-282, July.
    • Handle: RePEc:taf:jeduce:v:42:y:2011:i:3:p:275-282
    DOI: 10.1080/00220485.2011.581949
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    References listed on IDEAS

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    1. Michael K. Salemi & Carlie Eubanks, 1996. "Accounting for the Rise and Fall in the Number of Economics Majors with the Discouraged-Business-Major Hypothesis," The Journal of Economic Education, Taylor & Francis Journals, vol. 27(4), pages 350-361, October.
    2. William Bosshardt & Michael Watts, 2008. "Undergraduate Students' Coursework in Economics," The Journal of Economic Education, Taylor & Francis Journals, vol. 39(2), pages 198-205, April.
    3. John J. Siegfried, 2010. "Trends in Undergraduate Economics Degrees, 1991--2009," The Journal of Economic Education, Taylor & Francis Journals, vol. 41(3), pages 326-330, June.
    4. Ann L. Owen & Elizabeth J. Jensen, 2000. "Why Are Women Such Reluctant Economists? Evidence from Liberal Arts Colleges," American Economic Review, American Economic Association, vol. 90(2), pages 466-470, May.
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    Cited by:

    1. Joseph G. Eisenhauer, 2018. "Algebraic Optimization: Marginal Analysis without Calculus," Journal for Economic Educators, Middle Tennessee State University, Business and Economic Research Center, vol. 18(1), pages 16-27, Spring.
    2. Tisha L. N. Emerson & KimMarie McGoldrick, 2023. "An investigation of unsuccessful performance and subsequent retake behavior in principles of economics," Southern Economic Journal, John Wiley & Sons, vol. 89(3), pages 986-1021, January.
    3. Tse, Harry & Tam, Kwok Leung, 2017. "Getting the basics right: Factors shaping student performance in intermediate economics," Economic Analysis and Policy, Elsevier, vol. 53(C), pages 1-8.

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