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Classroom Experiments: Is More More?

Author

Listed:
  • Tisha L. N. Emerson
  • Linda English

Abstract

Studies have demonstrated that classroom experiments have a positive effect on student achievement in economics courses. Questions remain regarding the appropriate number of experiments. In the current study we attempt to determine whether more intensive use of classroom experiments is associated with greater student achievement. Our data contains variation in the number of experiments administered in a principles of microeconomics course. We find that participation in classroom experiments has a positive, but diminishing, marginal benefit on students' final course scores. We also find that classroom experiments can bridge some achievement gaps (between older and younger students, between whites and minorities).

Suggested Citation

  • Tisha L. N. Emerson & Linda English, 2016. "Classroom Experiments: Is More More?," American Economic Review, American Economic Association, vol. 106(5), pages 363-367, May.
    • Handle: RePEc:aea:aecrev:v:106:y:2016:i:5:p:363-67
    Note: DOI: 10.1257/aer.p20161054
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    References listed on IDEAS

    as
    1. 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.
    2. Tisha L. N. Emerson & Beck A. Taylor, 2004. "Comparing Student Achievement across Experimental and Lecture-Oriented Sections of a Principles of Microeconomics Course," Southern Economic Journal, John Wiley & Sons, vol. 70(3), pages 672-693, January.
    3. Mark Dickie, 2006. "Do Classroom Experiments Increase Learning in Introductory Microeconomics?," The Journal of Economic Education, Taylor & Francis Journals, vol. 37(3), pages 267-288, July.
    4. Yvonne Durham & Thomas Mckinnon & Craig Schulman, 2007. "Classroom Experiments: Not Just Fun And Games," Economic Inquiry, Western Economic Association International, vol. 45(1), pages 162-178, January.
    Full references (including those not matched with items on IDEAS)

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    Cited by:

    1. Jennifer Logan, 2022. "Keynesian Economics with Balloons - An Activity to Expand Student Engagement with Economic Policy," Journal of Economics Teaching, Journal of Economics Teaching, vol. 7(3), pages 162-184, October.
    2. Daniel M. Settlage & Jim R. Wollscheid, 2019. "The Invisible Hand in Action -- An Interactive Classroom Experience," Journal of Economics Teaching, Journal of Economics Teaching, vol. 4(1), pages 40-59, May.
    3. Tisha L. N. Emerson & KimMarie McGoldrick, 2023. "An investigation of unsuccessful performance and subsequent retake behavior in principles of economics," Southern Economic Journal, John Wiley & Sons, vol. 89(3), pages 986-1021, January.
    4. Boulatoff, Catherine & Cyrus, Teresa L., 2022. "Improving student outcomes in large introductory courses," International Review of Economics Education, Elsevier, vol. 41(C).
    5. Zachary Smith & Patrick R. Murphy & Stephen L. Baglione & Passard C. Dean, 2022. "The Battle for Space Supremacy... an Application of Pricing and Market Structure," Journal of Economics Teaching, Journal of Economics Teaching, vol. 7(1), pages 35-73, January.

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    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
    • J15 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination

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