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An analysis of economic learning among undergraduates in introductory economics courses in Germany

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  • Roland Happ
  • Olga Zlatkin-Troitschanskaia
  • Susanne Schmidt

Abstract

In this article, the authors present the findings of a pretest-posttest measurement of the economic knowledge of students in introductory economics courses in undergraduate study programs in Germany. The responses of 403 students to 14 items selected from the Test of Economic Literacy (Soper and Walstad 1987) were analyzed to identify four types of economic learning: positive, retained, negative, and zero learning. In addition, a survey was conducted to gather data on the students' personal characteristics to determine their effect on the learning process. Retained learning prevailed for most items, followed by zero learning and positive learning. To determine which factors influence beginning students' acquisition of economic knowledge and lead to positive learning, regression analyses were conducted, and the findings are discussed critically.

Suggested Citation

  • Roland Happ & Olga Zlatkin-Troitschanskaia & Susanne Schmidt, 2016. "An analysis of economic learning among undergraduates in introductory economics courses in Germany," The Journal of Economic Education, Taylor & Francis Journals, vol. 47(4), pages 300-310, October.
    • Handle: RePEc:taf:jeduce:v:47:y:2016:i:4:p:300-310
    DOI: 10.1080/00220485.2016.1213686
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    Cited by:

    1. Kuhn, Christiane & Zlatkin-Troitschanskaia, Olga & Brückner, Sebastian & Saas, Hannes, 2018. "A new video-based tool to enhance teaching economics," International Review of Economics Education, Elsevier, vol. 27(C), pages 24-33.
    2. Corsini, Lorenzo & Giannelli, Gianna Claudia, 2021. "Economics education and financial literacy acquisition: Evidence from a field experiment," Journal of Behavioral and Experimental Finance, Elsevier, vol. 32(C).
    3. Mateo M. Córcoles-Muñoz & Gloria Parra-Requena & María José Ruiz-Ortega & Pedro M. García-Villaverde & Francisco J. Ramírez-Fernández, 2019. "Psychological and Biographical Determinants of Entrepreneurial Intention: Does the Learning Environment Act as a Mediator?," Administrative Sciences, MDPI, vol. 9(2), pages 1-22, April.

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