IDEAS home Printed from
MyIDEAS: Login to save this article or follow this journal

Do Classroom Experiments Increase Learning in Introductory Microeconomics?

  • Mark Dickie

Abstract: Interest in using classroom experiments to teach economics is increasing whereas empirical evidence on how experiments affect learning is limited and mixed. The author used a pretest-posttest control-group design to test whether classroom experiments and grade incentives that reward performance in experiments affect learning of introductory microeconomics. The author measured the partial effects of experiments independently of instructor quality and teaching methods using Test of Understanding in College Economics scores. Experiments without incentives are associated with higher posttest scores and greater improvement over pretest scores, but grade incentives may offset benefits of experiments. Controlling for student aptitude and other characteristics, limiting influence of potential outliers, or adjusting for potential selection bias from incomplete observation of test scores does not alter the conclusion that experiments increase learning whereas grade incentives do not.

If you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.

File URL:
Download Restriction: Access to full text is restricted to subscribers.

As the access to this document is restricted, you may want to look for a different version under "Related research" (further below) or search for a different version of it.

Article provided by Taylor & Francis Journals in its journal The Journal of Economic Education.

Volume (Year): 37 (2006)
Issue (Month): 3 (July)
Pages: 267-288

in new window

Handle: RePEc:taf:jeduce:v:37:y:2006:i:3:p:267-288
Contact details of provider: Web page:

Order Information: Web:

No references listed on IDEAS
You can help add them by filling out this form.

This item is not listed on Wikipedia, on a reading list or among the top items on IDEAS.

When requesting a correction, please mention this item's handle: RePEc:taf:jeduce:v:37:y:2006:i:3:p:267-288. See general information about how to correct material in RePEc.

For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Michael McNulty)

If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

If references are entirely missing, you can add them using this form.

If the full references list an item that is present in RePEc, but the system did not link to it, you can help with this form.

If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your profile, as there may be some citations waiting for confirmation.

Please note that corrections may take a couple of weeks to filter through the various RePEc services.

This information is provided to you by IDEAS at the Research Division of the Federal Reserve Bank of St. Louis using RePEc data.