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Appealing to Good Students in Introductory Economics

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  • Elizabeth J. Jensen
  • Ann L. Owen

Abstract

The authors examine the effectiveness of different teaching techniques using a unique data set that allows them to match student and instructor characteristics to assess their impact on students' interest in economics. They find that devoting less class time to lecture and more to discussion is effective for all types of students. However, the magnitude of the effects of these two techniques varies considerably by type of student, as does the impact of several other teaching techniques. They conclude that using a variety of teaching techniques is the most successful strategy to appeal to the broad range of learning styles adopted by "good" students.

Suggested Citation

  • Elizabeth J. Jensen & Ann L. Owen, 2003. "Appealing to Good Students in Introductory Economics," The Journal of Economic Education, Taylor & Francis Journals, vol. 34(4), pages 299-325, December.
  • Handle: RePEc:taf:jeduce:v:34:y:2003:i:4:p:299-325
    DOI: 10.1080/00220480309595225
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    File URL: http://hdl.handle.net/10.1080/00220480309595225
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    Cited by:

    1. Ann L. Owen, 2011. "Student Characteristics, Behavior, and Performance in Economics Classes," Chapters,in: International Handbook on Teaching and Learning Economics, chapter 32 Edward Elgar Publishing.
    2. Girijasankar Mallik & John Lodewijks, 2010. "Student Performance in a Large First Year Economics Subject: Which Variables are Significant?," Economic Papers, The Economic Society of Australia, vol. 29(1), pages 80-86, March.
    3. Paul Dalziel, 2011. "Schumpeter's 'Vision' and the Teaching of Principles of Economics to Resource Students," International Review of Economic Education, Economics Network, University of Bristol, vol. 10(2), pages 63-74.
    4. Tiffany Hutcheson & Harry Tse, 2004. "Learning by Students at University," Working Paper Series 136, Finance Discipline Group, UTS Business School, University of Technology, Sydney.
    5. Mallik, Girijasankar & Shankar, Sriram, 2016. "Does prior knowledge of economics and higher level mathematics improve student learning in principles of economics?," Economic Analysis and Policy, Elsevier, vol. 49(C), pages 66-73.

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