Students often exhibit overconfident grade expectations and tend to overestimate the actual course grade at the completion of a course. Current theories of student motivation suggest such overconfidence may lead students to study less than if they had accurate grade perceptions. The authors report the findings of a survey of students enrolled in…

The author examines the effects of different introductory microeconomics textbooks on student performance in subsequent economics courses (specifically, Intermediate Microeconomics I and Money and Banking). In some cases, the effects are significant and sizeable. There is also evidence of other variables affecting student performance in later…

The use of computer-based automated assignment systems in economics has expanded significantly in recent years. The most widely used system is Aplia which was developed by Paul Romer in 2000. Aplia is a computer application designed to replace traditional paper-based assignments in economics. The main features of Aplia are: (1) interactive content…

This study examines the relationships among the students' achievement or knowledge, the students' gender, and the students' attitude toward economics as a subject or discipline. (JOW)

Study attempts to measure the effect of behavioral objectives on learning outcomes using the Test of Economic Understanding, Form B. There was no significant effect. (SE)

We determine how much observed student performance in microeconomics principles can be attributed, inferentially, to three kinds of student academic "productivity," the instructor, demographics, and unmeasurables. The empirical approach utilizes an ordered probit model that relates student performance in micro to grades in prior…

Higher education is facing world-wide a number of problems such as: adjusting to larger and more homogeneous student populations, increasing the number of graduating students, and preparing them for lifelong learning. Enhancing students' learning proficiency can make a substantial contribution to solving each of these major concerns. Taking the…

The lack of adequate background and/or preparation, among other things, causes many students to withdraw from college or to graduate with low grades, which often makes it difficult for them to obtain suitable jobs. This paper examines the academic performance and efforts to seek assistance for academic and related problems of undergraduate…

A sample of 347 students, enrolled in principles of economics classes during the period 1997-2001, is used to examine the relation between class attendance and student performance on examinations. Among the questions examined are: Is attendance related to performance, with and without controls for other factors? Do only substantial levels of…

Describes how to incorporate writing into an economics course, using it as a tool for thought, and a monitoring device. Provides a list of sample assignments and guidelines for responding to students' writing. (JDH)

Model presented suggests a new method for determining if teaching techniques are efficient by focusing on a student's time allocation pattern, substitution, and income (gain or loss) effects. (Author/SE)

Compares achievement of male and female high school students in a required economics course. Course grades and standardized test scores for 1412 students were examined for possible gender-related causes of differences in achievement levels. Results showed no significant differences between male and female student performance. (AM)

Describes and evaluates the effectiveness of a minisociety program which was designed to give elementary school students basic economic skills. Test results are presented. (Author/DB)

Reports the results of a study that evaluated the impact of the Developmental Economic Education Project (DEEP) and the International Paper Company (IPCF) awards program for teaching economics on high school student cognitive and affective outcomes. A description of the theoretical model used for the analysis is included. (AM)

Discusses problems of measuring student learning using the Test of Understanding in College Economics (TUCE). Suggests that replacing TUCE questions with poor statistical validity will provide a better index of cognitive achievement. Describes results of a University of Notre Dame study which altered the TUCE to reflect course content. (KC)