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Teaching Tools: Should We Teach Microeconomic Principles before Macroeconomic Principles?

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  • Lopus, Jane S
  • Maxwell, Nan L

Abstract

No consensus exists about the optimal sequencing of economics principles courses. The authors show that most top-ranked economics departments either do not specify an ordering or require macroeconomics first, while most textbooks present macroeconomics before microeconomics. Using a national economic education database, they find that students learn more in principles of microeconomics after taking a course in macroeconomics. However, students do not learn more in principles of macroeconomics after taking a course in microeconomics. This implies that, ceteris paribus, principles of macroeconomics should be taught before principles of microeconomics for optimal student learning. Copyright 1995 by Oxford University Press.

Suggested Citation

  • Lopus, Jane S & Maxwell, Nan L, 1995. "Teaching Tools: Should We Teach Microeconomic Principles before Macroeconomic Principles?," Economic Inquiry, Western Economic Association International, vol. 33(2), pages 336-350, April.
  • Handle: RePEc:oup:ecinqu:v:33:y:1995:i:2:p:336-50
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    Cited by:

    1. Kennedy, Peter E. & Siegfried, John J., 1997. "Class size and achievement in introductory economics: Evidence from the TUCE III data," Economics of Education Review, Elsevier, vol. 16(4), pages 385-394, October.
    2. Grant, Darren, 2007. "Grades as information," Economics of Education Review, Elsevier, vol. 26(2), pages 201-214, April.
    3. Carlos J. Asarta & Roger B. Butters & Eric Thompson, 2013. "The Gender Question in Economic Education: Is it the Teacher or the Test?," Working Papers 13-12, University of Delaware, Department of Economics.

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