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Walstad, William B.; Wagner, Jamie – Journal of Economic Education, 2016
This study disaggregates posttest, pretest, and value-added or difference scores in economics into four types of economic learning: positive, retained, negative, and zero. The types are derived from patterns of student responses to individual items on a multiple-choice test. The micro and macro data from the "Test of Understanding in College…
Descriptors: Value Added Models, Scores, Economics Education, Economics
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Emerson, Tisha L. N.; English, Linda K.; McGoldrick, KimMarie – Journal of Economic Education, 2015
In this study, the authors employed a quasi-experimental research design to examine the efficacy of a cooperative learning pedagogy (i.e., think-pair-share exercises) integrated into sections of microeconomic principles. Materials, exercises, and assessment instruments for all study sections are identical except for the nature of the…
Descriptors: Cooperative Learning, Quasiexperimental Design, Microeconomics, Educational Principles
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Carter, Linda K.; Emerson, Tisha L. N. – Journal of Economic Education, 2012
Classroom experiments in economics continue to increase in popularity. While early experiments were often hand-run in class, now computerized online experiments are also widely available. Using a quasiexperimental approach, the authors investigated whether any difference in student achievement (as measured by course scores and the "Test of…
Descriptors: Economics Education, Experiments, Class Activities, Academic Achievement
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Emerson, Tisha L. N.; Taylor, Beck A. – Journal of Economic Education, 2007
The authors bring together two research streams in the literature that examine separately the effectiveness of using experiments in the principles classroom and the relationship between different personality types and student achievement. Using a sample of 255 principles of microeconomics students, 48 of whom were enrolled in sections that relied…
Descriptors: Microeconomics, Economics Education, Educational Experiments, Experimental Teaching
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Walstad, William B.; Buckles, Stephen – Journal of Economic Education, 1983
The Test of Understanding of College Economics, the Test of Economic Literacy for senior high students, and the Basic Economics Test for students in grades 4-6 provide reasonably good measures of economic understanding. The tests' technical features--reliability, validity, norms, and item statistics--are critiqued. (RM)
Descriptors: Economics Education, High Schools, Higher Education, Intermediate Grades
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Saunders, Phillip – Journal of Economic Education, 1991
Discusses the content and cognitive specification of the third edition of the Test of Understanding in College Economics. Presents examples of the construction and sampling criteria employed in the latest and previous versions of the test. Explains that the test emphasizes recognition and understanding of basic terms, concepts, and principles with…
Descriptors: Economics Education, Educational Testing, Higher Education, Student Evaluation
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Gleason, Joyce P.; Walstad, William B. – Journal of Economic Education, 1988
Describes an empirical evaluation of the relationship between study time and achievement. Discusses a model describing student determination and allocation of study time in a given period. Concludes that test results fail to support the theory that college students identify and use study time in order to maximize achievement. (KO)
Descriptors: Academic Achievement, Economics Education, Educational Research, Higher Education
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Saunders, Phillip – Journal of Economic Education, 1971
Students of graduate instructors in principles of economics courses learned as much as students of regular faculty members. They also rated their instructors lower, although they received higher grades. The results are compared with those of Lamphear and McConnell (EJ 026 801) and Oates and Quandt (EJ 026 800). (IM)
Descriptors: Economics, Economics Education, Graduate Students, Higher Education
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Meinkoth, Marian R. – Journal of Economic Education, 1971
An experiment to test the effect of textbooks in a one year economic principles course at Temple University (1968-1969) is partially reported. Using the Test of Understanding College Economics (TUCE) as the dependent variable, no significant difference was found between classes using a variety of textbooks. (DB)
Descriptors: Cognitive Tests, Course Evaluation, Economics, Economics Education
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Lewis, Darrell R.; Dahl, Tor – Journal of Economic Education, 1971
784 University of Minnesota students in an introductory economics course were tested for this generally positive evaluation. Reservations about the complex application types of questions of the Test of Understanding in College Economics are discussed. (DB)
Descriptors: Academic Achievement, Cognitive Ability, Cognitive Tests, Economics
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Bosshardt, William; Watts, Michael – Journal of Economic Education, 1994
Contends that the biggest gains in student understanding of economic principles are made in formal economics courses. Reports on an analysis of data from three national tests of economic knowledge. Finds that a formal course or an extensive economics unit leads to larger gains in student achievement. (CFR)
Descriptors: Academic Achievement, Economics, Economics Education, Educational Research
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Weidenaar, Dennis J.; Dodson, Joe A., Jr. – Journal of Economic Education, 1972
Factors influencing student performance (economics background, major field, sex, age, precourse grade expectations, mathematics background), student attitudes toward economics, and the instructor's background and experience were all considered in this report on the effectiveness of economics instruction in two-year colleges. (JB)
Descriptors: Academic Achievement, Community Colleges, Course Evaluation, Economics Education
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Rothman, Mitchell P.; Scott, James H., Jr. – Journal of Economic Education, 1973
Three major conclusions: First, the economic attitude scale does measure something other than economic knowledge, although it is not independent of knowledge; Second, economic conservatives seem to enter the introductory course knowing more economics; Third, no systematic bias appears in the TUCE in favor of either liberal or conservative when…
Descriptors: Achievement Tests, Attitude Change, Cognitive Development, Economics Education
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Kipps, Paul H.; And Others – Journal of Economic Education, 1976
This short article presents some preliminary findings of a study which explores the effects on the statistical findings of using alternative forms for specifying Test of Understanding in College Economics (TUCE) scores as the dependent variable in the regression model. (Author/RM)
Descriptors: Achievement, Economics Education, Higher Education, Multiple Regression Analysis