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Do Teaching Practices Matter for Cooperation?

Author

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  • Choi, Syngjoo
  • Kim, Booyuel
  • Park, Minseon
  • Park, Yoonsoo

Abstract

This paper evaluates the impact of a student-centered teaching pedagogy program by a local education authority on cooperative behaviors of 610 students in five middle schools. We measure changes of students’ cooperation with lab-in-the-field experiments, implemented before and after the program. Relying on a classroom-level fixed effect strategy, we show that the program has a positive effect on cooperation in a linear public goods experiment by way of remediating a negative time trend of contribution. Our findings support the idea that teaching practices stimulating interpersonal interaction affect the formation of cooperative norms among students.

Suggested Citation

  • Choi, Syngjoo & Kim, Booyuel & Park, Minseon & Park, Yoonsoo, 2021. "Do Teaching Practices Matter for Cooperation?," Journal of Behavioral and Experimental Economics (formerly The Journal of Socio-Economics), Elsevier, vol. 93(C).
    • Handle: RePEc:eee:soceco:v:93:y:2021:i:c:s2214804321000434
    DOI: 10.1016/j.socec.2021.101703
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    More about this item

    Keywords

    teaching practices; cooperation; project-based learning; laboratory experiments;
    All these keywords.

    JEL classification:

    • C91 - Mathematical and Quantitative Methods - - Design of Experiments - - - Laboratory, Individual Behavior
    • C92 - Mathematical and Quantitative Methods - - Design of Experiments - - - Laboratory, Group Behavior
    • C93 - Mathematical and Quantitative Methods - - Design of Experiments - - - Field Experiments
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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