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The Social Issues Pedagogy vs. the Traditional Principles of Economics: An Empirical Examination

  • Paul W. Grimes

    (Mississippi State University)

  • Paul S. Nelson

    (Northeast Louisiana University)

Standardized test (TUCE) scores for students enrolled in a Social Issues course were compared to those of students in traditional Principles of Economics courses within the framework of a standard educational production function. The production function was estimated using Heckman's two-step procedure to correct for self-selection due to student attrition over the course of study. After controlling for student demographics, prior experiences, and academic aptitude, no significant test score differences were found between students in the Social Issues course and those in the Principles of Macroeconomics. However, Social Issues students were found to score significantly below students in the Principles of Microeconomics, ceteris paribus. The results also indicate that students had a higher probability of completion in the Social Issues course relative to a theory oriented Principles course.

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Paper provided by EconWPA in its series GE, Growth, Math methods with number 9510001.

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Length: 20 pages
Date of creation: 27 Oct 1995
Date of revision:
Handle: RePEc:wpa:wuwpge:9510001
Note: Approximately 20 pages, ASCII file, includes tables, Appendix available upon request
Contact details of provider: Web page: http://econwpa.repec.org

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  1. Becker, William E & Walstad, William B, 1990. "Data Loss from Pretest to Posttest as a Sample Selection Problem," The Review of Economics and Statistics, MIT Press, vol. 72(1), pages 184-88, February.
  2. Heckman, James J, 1979. "Sample Selection Bias as a Specification Error," Econometrica, Econometric Society, vol. 47(1), pages 153-61, January.
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