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Understanding Cost and Production Using a Cooperative Learning Technique in a Microeconomics Class


  • Prathibha V. Joshi


This article examines the cooperative learning technique of Structured Problem-Solving that induces students to work together to understand cost-calculations in microeconomics. Cooperative learning methods can help students better extract and interpret knowledge about economic issues and then display their command of that knowledge, thereby accomplishing some of Hansen’s proficiencies. The article investigates the effectiveness of this technique by comparing exam results between students who engaged in cooperative learning and those who did not. I find that cooperative learning enhances academic outcomes and helps students retain their knowledge of the material.

Suggested Citation

  • Prathibha V. Joshi, 2013. "Understanding Cost and Production Using a Cooperative Learning Technique in a Microeconomics Class," Journal for Economic Educators, Middle Tennessee State University, Business and Economic Research Center, vol. 13(1), pages 14-22, Fall.
  • Handle: RePEc:mts:jrnlee:v:13:y:2013:i:1:p:14-22

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    References listed on IDEAS

    1. W. Lee Hansen, 2001. "Expected Proficiencies for Undergraduate Economics Majors," The Journal of Economic Education, Taylor & Francis Journals, vol. 32(3), pages 231-242, January.
    2. Hansen, W Lee, 1986. "What Knowledge Is Most Worth Knowing-For Economics Majors?," American Economic Review, American Economic Association, vol. 76(2), pages 149-152, May.
    3. Robert L. Moore, 1998. "Teaching Introductory Economics With a Collaborative Learning Lab Component," The Journal of Economic Education, Taylor & Francis Journals, vol. 29(4), pages 321-329, January.
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    More about this item


    cooperative learning; microeconomics;

    JEL classification:

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


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