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Evidence On The Relationship Between Economics And Critical Thinking Skills

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  • MARY O. BORG
  • HARRIET A. STRANAHAN

Abstract

This research provides empirical support for the hypothesis that learning economics increases a student’s critical thinking skills. Using the short form of the Watson‐Glaser Critical Thinking Appraisal (WGCTA‐S) as our measure of critical thinking skills, we find that students who gain a high level of economic understanding in their introductory economics class, as measured by the Test of Understanding College Economics (TUCE), have statistically significant gains in their WGCTA‐S scores. Students who spend more time taking classes and are more fully engaged in the university experience also have greater gains in critical thinking. These results lend support to the idea that introductory economics courses can work in concert with other university level courses, especially within the context of a full‐time curriculum, to enhance critical thinking skills. (JEL A22)

Suggested Citation

  • Mary O. Borg & Harriet A. Stranahan, 2010. "Evidence On The Relationship Between Economics And Critical Thinking Skills," Contemporary Economic Policy, Western Economic Association International, vol. 28(1), pages 80-93, January.
    • Handle: RePEc:bla:coecpo:v:28:y:2010:i:1:p:80-93
    DOI: 10.1111/j.1465-7287.2008.00134.x
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    References listed on IDEAS

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    1. Steven A. Greenlaw & Stephen B. Deloach, 2003. "Teaching Critical Thinking with Electronic Discussion," The Journal of Economic Education, Taylor & Francis Journals, vol. 34(1), pages 36-52, January.
    2. Mary O. Borg & Harriet A. Stranahan, 2002. "Personality Type and Student Performance in Upper-Level Economics Courses: The Importance of Race and Gender," The Journal of Economic Education, Taylor & Francis Journals, vol. 33(1), pages 3-14, January.
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    6. Janet T. Knoedler & Daniel A. Underwood, 2003. "Teaching the Principles of Economics: A Proposal for a Multi-paradigmatic Approach," Journal of Economic Issues, Taylor & Francis Journals, vol. 37(3), pages 697-725, September.
    7. Stephen B. Deloach & Steven A. Greenlaw, 2005. "Do Electronic Discussions Create Critical Thinking Spillovers?," Contemporary Economic Policy, Western Economic Association International, vol. 23(1), pages 149-163, January.
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    Cited by:

    1. Renjith Kumar.R & Rajani James, 2015. "Evaluation of Critical Thinking in Higher Education in Oman," International Journal of Higher Education, Sciedu Press, vol. 4(3), pages 1-33, August.
    2. Robst, John & VanGilder, Jennifer, 2016. "Salary and job satisfaction among economics and business graduates: The effect of match between degree field and job," International Review of Economics Education, Elsevier, vol. 21(C), pages 30-40.

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    JEL classification:

    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate

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