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From "Traditional" to Research-Based Instructional Strategies: An Assessment of Learning Gains

Author

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  • Sarah B. Cosgrove
  • Neal H. Olitsky

Abstract

The cognitive science literature provides several research based instructional strategies (RBIS) proven to be effective in student learning. Given the prevalence of lecture-based classes and instructor-led discussions, understanding the effects of switching from the "traditional" method to employing RBIS would provide a better understanding of the value of these strategies. In this paper, we conduct a controlled experiment comparing a "traditional," lecture-based class to a class in which these RBIS are carefully employed. Students exposed to the refined RBIS approach show significantly higher gains in learning of approximately 15 percentage points when compared to students in a traditional class.

Suggested Citation

  • Sarah B. Cosgrove & Neal H. Olitsky, 2018. "From "Traditional" to Research-Based Instructional Strategies: An Assessment of Learning Gains," AEA Papers and Proceedings, American Economic Association, vol. 108, pages 302-306, May.
    • Handle: RePEc:aea:apandp:v:108:y:2018:p:302-06
    Note: DOI: 10.1257/pandp.20181053
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    Cited by:

    1. Cosgrove, Sarah B. & Olitsky, Neal H., 2020. "Research-based instructional strategies in a flipped principles of microeconomics classroom," International Review of Economics Education, Elsevier, vol. 33(C).

    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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