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Determinants of Student Retention of Microeconomic Concepts

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Author Info
John Kane () (Department of Economics, SUNY-Oswego)
Larry Spizman () (Department of Economics, SUNY-Oswego)

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Abstract

In this study, we examine a variety of individual, institutional, and course-specific factors that influence students' retention of concepts from the microeconomics principles course. Students in 15 upper-division courses in the SUNY-Oswego economics department completed a survey instrument and the TUCE exam at the beginning of the Spring 1999 semester. A regression analysis is used to examine the effect of principles course characteristics on student recall (as measured by TUCE score), controlling for student demographic and ability characteristics. Among the factors examined are the impacts of large-class instruction, writing-intensive curricular, and the time interval since the completion of the principles course. The results suggest that students who have completed a writing-intensive introductory microeconomics course perform significantly less well on the TUCE exam at the start of their upper-division courses than do students who participated in classes that relied on multiple-choice examinations.

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File URL: http://kane-new.oswego.edu/papers/retention.pdf
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Publisher Info
Paper provided by Department of Economics, SUNY-Oswego in its series Departmental Working Papers with number 199901.

Download reference. The following formats are available: HTML (with abstract), plain text (with abstract), BibTeX, RIS (EndNote, RefMan, ProCite), ReDIF
Length: 19 pages
Date of creation: 02 Mar 1999
Date of revision: 18 Mar 1999
Handle: RePEc:nyo:oswaaa:199901

Note: This paper was presented on March 12, 1999 in Boston at the Eastern Economic Association conference.
Contact details of provider:
Postal: Department of Economics, SUNY-Oswego, Oswego, NY 13126, U.S.
Phone: 315-312-2175
Fax: 315-312-5444
Email:
Web page: http://www.oswego.edu/~economic/
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For technical questions regarding this item, or to correct its listing, contact: (John Kane).

Related research
Keywords: TUCE; class size; writing requirements; economic education; student performance; multiple choice exams;

Find related papers by JEL classification:
A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate

This paper has been announced in the following NEP Reports:

References listed on IDEAS
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.:
  1. Rajshree Agarwal & A. Edward Day, 1998. "The Impact of the Internet on Economic Education," Journal of Economic Education, Helen Dwight Reid Foundation, vol. 29(2), pages 99-110. [Downloadable!]
  2. Ronald W. Crowley & David A. Wilton, 1974. "An Analysis of 'Learning' in Introductory Economics," Canadian Journal of Economics, Canadian Economics Association, vol. 7(4), pages 665-73, November. [Downloadable!] (restricted)
  3. Heath, Julia A, 1989. "An Econometric Model of the Role of Gender in Economic Education," American Economic Review, American Economic Association, vol. 79(2), pages 226-30, May. [Downloadable!] (restricted)
  4. Siegfried, John J & Kennedy, Peter E, 1995. "Does Pedagogy Vary with Class Size in Introductory Economics?," American Economic Review, American Economic Association, vol. 85(2), pages 347-51, May. [Downloadable!] (restricted)
  5. Ellen Miller & Geraldine Westmoreland, 1998. "Student Response to Selective Grading in College Economics Courses," Journal of Economic Education, Helen Dwight Reid Foundation, vol. 29(3), pages 195-201. [Downloadable!]
  6. Ferber, Marianne A, 1995. "The Study of Economics: A Feminist Critique," American Economic Review, American Economic Association, vol. 85(2), pages 357-61, May. [Downloadable!] (restricted)
  7. Robb, R.E. & Robb, A.L., 1996. "Gender and the Study of Economics: The Role of Gender of the Instructor," Papers 1996-05, York (Canada) - Department of Economics.
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  8. Akerhielm, Karen, 1995. "Does class size matter?," Economics of Education Review, Elsevier, vol. 14(3), pages 229-241, September. [Downloadable!] (restricted)
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