The social issues pedagogy vs. the traditional principles of economics: an empirical examination
AbstractStandardized test (TUCE) scores for students enrolled in a Social Issues course were compared to those of students in traditional Principles of Economics courses within the framework of a standard educational production function. The production function was estimated using Heckman's two-step procedure to correct for self-selection due to student attrition over the course of study. After controlling for student demographics, prior experiences, and academic aptitude, no significant test score differences were found between students in the Social Issues course and those in the Principles of Macroeconomics. However, Social Issues students were found to score significantly below students in the Principles of Microeconomics, ceteris paribus. The results also indicate that students had a higher probability of completion in the Social Issues course relative to a theory oriented Principles course.
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Bibliographic InfoPaper provided by University Library of Munich, Germany in its series MPRA Paper with number 39972.
Date of creation: 1998
Date of revision:
economic education; college; experiment; pedagogy; principles of economics;
Other versions of this item:
- Paul W. Grimes & Paul S. Nelson, 1995. "The Social Issues Pedagogy vs. the Traditional Principles of Economics: An Empirical Examination," GE, Growth, Math methods 9510001, EconWPA.
- A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
- A2 - General Economics and Teaching - - Economic Education and Teaching of Economics
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- Heckman, James J, 1979. "Sample Selection Bias as a Specification Error," Econometrica, Econometric Society, vol. 47(1), pages 153-61, January.
- Becker, William E & Walstad, William B, 1990. "Data Loss from Pretest to Posttest as a Sample Selection Problem," The Review of Economics and Statistics, MIT Press, vol. 72(1), pages 184-88, February.
- Steven Dickey & Robert Houston Jr., 2009. "Disaggregating Education Production," Atlantic Economic Journal, International Atlantic Economic Society, vol. 37(2), pages 135-144, June.
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