How to Improve Economic Understanding? Testing Classroom Experiments in High Schools
AbstractWe present results from a field experiment at Swiss high schools in which we compare the effectiveness of a classroom experiment against conventional economics teaching. We randomly assigned classes into different teaching environments or a control group. Our results suggest that both teaching methods improve economic understanding considerably in contrast to classes without prior training. We do not observe a significant overall effect of the classroom experiment, but more able students benefit from the experiment while others lose out. Furthermore there is no robust impact of economic training on social preferences, measured as both individual behavior in incentivized decisions or political opinions.
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 InfoPaper provided by Department of Economics, University of Konstanz in its series Working Paper Series of the Department of Economics, University of Konstanz with number 2013-04.
Length: 83 pages
Date of creation: 15 Feb 2013
Date of revision:
Other versions of this item:
- Gerald Eisenkopf & Pascal Sulser, 2013. "A Randomized Controlled Trial of Teaching Methods: Do Classroom Experiments Improve Economic Education in High Schools?," Working Paper Series of the Department of Economics, University of Konstanz 2013-17, Department of Economics, University of Konstanz.
- Gerald Eisenkopf & Pascal Sulser, 2013. "A Randomized Controlled Trial of Teaching Methods: Do Classroom Experiments improve Economic Education in High Schools?," TWI Research Paper Series 80, Thurgauer Wirtschaftsinstitut, Universität Konstanz.
- A21 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Pre-college
- C93 - Mathematical and Quantitative Methods - - Design of Experiments - - - Field Experiments
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
This paper has been announced in the following NEP Reports:
- NEP-ALL-2013-04-06 (All new papers)
- NEP-CBE-2013-04-06 (Cognitive & Behavioural Economics)
- NEP-EDU-2013-04-06 (Education)
- NEP-EXP-2013-04-06 (Experimental Economics)
- NEP-URE-2013-04-06 (Urban & Real Estate Economics)
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- David M. Mitchell, 2008. "An Examination of the Impact that Classroom Based Experiments have on Learning Economic Concepts," The Journal of Economics, Missouri Valley Economic Association, vol. 34(1), pages 21-34.
- Hanushek, Eric A., 2002.
"Publicly provided education,"
Handbook of Public Economics,
in: A. J. Auerbach & M. Feldstein (ed.), Handbook of Public Economics, edition 1, volume 4, chapter 30, pages 2045-2141
- Bauman, Yoram & Rose, Elaina, 2011. "Selection or indoctrination: Why do economics students donate less than the rest?," Journal of Economic Behavior & Organization, Elsevier, vol. 79(3), pages 318-327, August.
- John R. Carter & Michael D. Irons, 1991. "Are Economists Different, and If So, Why?," Journal of Economic Perspectives, American Economic Association, vol. 5(2), pages 171-177, Spring.
- Thomas J. Kane & Douglas O. Staiger, 2008. "Estimating Teacher Impacts on Student Achievement: An Experimental Evaluation," NBER Working Papers 14607, National Bureau of Economic Research, Inc.
- Gremmen, H.J.F.M. & Potters, J.J.M., 1997.
"Assessing the efficacy of gaming in economics education,"
Open Access publications from Tilburg University
urn:nbn:nl:ui:12-73907, Tilburg University.
- Gremmen, H.J.F.M. & Potters, J.J.M., 1996. "Assessing the Efficacy of Gaming in Economics Education," Discussion Paper 1996-05, Tilburg University, Center for Economic Research.
- Hans Gremmen & Jan Potters, 1997. "Assessing the Efficacy of Gaming in Economic Education," The Journal of Economic Education, Taylor & Francis Journals, vol. 28(4), pages 291-303, January.
- Daniel Aaronson & Lisa Barrow & William Sander, 2007.
"Teachers and Student Achievement in the Chicago Public High Schools,"
Journal of Labor Economics,
University of Chicago Press, vol. 25, pages 95-135.
- Daniel Aaronson & Lisa Barrow & William Sander, 2002. "Teachers and student achievement in the Chicago public high schools," Working Paper Series WP-02-28, Federal Reserve Bank of Chicago.
- Sheryl B. Ball & Catherine Eckel & Christian Rojas, 2006. "Technology Improves Learning in Large Principles of Economics Classes: Using Our WITS," American Economic Review, American Economic Association, vol. 96(2), pages 442-446, May.
- Charles A. Holt & Susan K. Laury, 1997. "Classroom Games: Voluntary Provision of a Public Good," Journal of Economic Perspectives, American Economic Association, vol. 11(4), pages 209-215, Fall.
- Atin Basuchoudhary & Christopher Metcalf & Kai Pommerenke & David Reiley & Christian Rojas & Marzena Rostek & James Stodder, 2008. "Price Discrimination and Resale: A Classroom Experiment," The Journal of Economic Education, Taylor & Francis Journals, vol. 39(3), pages 229-244, July.
- Amy Diduch, 2010. "Patents and R&D: a Classroom Experiment," International Review of Economic Education, Economics Network, University of Bristol, vol. 9(2), pages 67-83.
- Michael Pickhardt, 2005. "Teaching Public Goods Theory With a Classroom Game," The Journal of Economic Education, Taylor & Francis Journals, vol. 36(2), pages 145-159, April.
- Rojas Christian, 2011. "Market Power and the Lerner Index: A Classroom Experiment," Journal of Industrial Organization Education, De Gruyter, vol. 5(1), pages 1-19, March.
- Victor Lavy, 2011. "What Makes an Effective Teacher? Quasi-Experimental Evidence," NBER Working Papers 16885, National Bureau of Economic Research, Inc.
- Bruno S. Frey & Stephan Meier, 2003.
"Are Political Economists Selfish and Indoctrinated? Evidence from a Natural Experiment,"
Western Economic Association International, vol. 41(3), pages 448-462, July.
- Bruno Frey & Stephan Meier, 2003. "Are political economists selfish and indoctrinated? Evidence from a natural experiment," Natural Field Experiments 00242, The Field Experiments Website.
- Armin Falk & Christian Zehnder, 2007.
"Discrimination and In-group Favoritism in a Citywide Trust Experiment,"
IEW - Working Papers
318, Institute for Empirical Research in Economics - University of Zurich.
- Falk, Armin & Zehnder, Christian, 2007. "Discrimination and In-Group Favoritism in a Citywide Trust Experiment," IZA Discussion Papers 2765, Institute for the Study of Labor (IZA).
- Caroline M. Hoxby, 2000. "The Effects Of Class Size On Student Achievement: New Evidence From Population Variation," The Quarterly Journal of Economics, MIT Press, vol. 115(4), pages 1239-1285, November.
- Jonah E. Rockoff, 2004. "The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data," American Economic Review, American Economic Association, vol. 94(2), pages 247-252, May.
- William E. Becker, 1997. "Teaching Economics to Undergraduates," Journal of Economic Literature, American Economic Association, vol. 35(3), pages 1347-1373, September.
- Charles A. Holt, 1999. "Teaching Economics with Classroom Experiments: A Symposium," Southern Economic Journal, Southern Economic Association, vol. 65(3), pages 603-610, January.
- Frank, Bjorn & Schulze, Gunther G., 2000. "Does economics make citizens corrupt?," Journal of Economic Behavior & Organization, Elsevier, vol. 43(1), pages 101-113, September.
- Selten, Reinhard & Ockenfels, Axel, 1998. "An experimental solidarity game," Journal of Economic Behavior & Organization, Elsevier, vol. 34(4), pages 517-539, March.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Gundula Hadjiani).
If references are entirely missing, you can add them using this form.