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The Efficacy of Collaborative Learning Recitation Sessions on Student Outcomes

Author

Listed:
  • Kim P. Huynh
  • David T. Jacho-Chávez
  • James K. Self

Abstract

No abstract is available for this item.

Suggested Citation

  • Kim P. Huynh & David T. Jacho-Chávez & James K. Self, 2010. "The Efficacy of Collaborative Learning Recitation Sessions on Student Outcomes," American Economic Review, American Economic Association, vol. 100(2), pages 287-291, May.
  • Handle: RePEc:aea:aecrev:v:100:y:2010:i:2:p:287-91
    Note: DOI: 10.1257/aer.100.2.287
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    File URL: http://www.aeaweb.org/articles.php?doi=10.1257/aer.100.2.287
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    References listed on IDEAS

    as
    1. Steven Yamarik, 2007. "Does Cooperative Learning Improve Student Learning Outcomes?," The Journal of Economic Education, Taylor & Francis Journals, vol. 38(3), pages 259-277, July.
    2. Becker, William E & Watts, Michael, 1996. "Chalk and Talk: A National Survey on Teaching Undergraduate Economics," American Economic Review, American Economic Association, vol. 86(2), pages 448-453, May.
    3. Carol G. Johnston & Richard H. James & Jenny N. Lye & Ian M. McDonald, 2000. "An Evaluation of Collaborative Problem Solving for Learning Economics," The Journal of Economic Education, Taylor & Francis Journals, vol. 31(1), pages 13-29, December.
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    Cited by:

    1. Wayne A Grove x & Stephen Wu, 2011. "Factors Influencing Student Performance in Economics: Class and Instructor Characteristics," Chapters,in: International Handbook on Teaching and Learning Economics, chapter 33 Edward Elgar Publishing.

    More about this item

    JEL classification:

    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

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