Lectures that recapitulated the programed text used by two classes did not add to students' cognitive learning of microeconomic theory. Implications for college courses in economics are discussed. (DB)

Explores the consequences of permitting more flexibility and choice in student grading in economics. College students were given the opportunity to choose the type of assessment mode they preferred for 50 percent of their grade. They were also asked to indicate their own level of skills in several areas. (RM)

This article presents a report on student effort in economics courses based on time and the efficiency of its use. Information is presented on explanatory variables in each of the several learning models tested, theoretical basis for recent empirical student learning, definitions of student input, and the student-choice model proposed by Richard…

Explores the relationship between student personality types and measures of student performance in principles of microeconomics using the Keirsey Sorter, a 70-question Myers-Briggs Type Indicator (MBTI); results from the Test of Understanding of College Economics (TUCE); and course grades. Suggests that personality types do affect student…

Reports on a study that explored the use of a scoring procedure called Modified Confidence Weighted-Admissible Probability Measurement (MCW-APM) to evaluate curriculum design and to assess students' knowledge of economic concepts. Concluded that the MCW-APM scoring method can help teachers develop curricula to meet specific student needs. (SLM)

Contends that the standard description of the relationship between the long-run marginal cost curve and the short-run marginal cost curve is often misleading and imprecise. Asserts that a sampling of college-level textbooks confirms this confusion. Provides a definition and instructional strategy that can be used to promote student understanding…

Examines the underrepresentation of women in undergraduate economics programs. Finds no evidence that gender of instructor influences first-year microeconomics performance or the likelihood that a student will continue in economics. Female students do, however, fare worse in economics courses than do male students. Study controlled for measured…

Economic success is an aim of governments around the world. Their "human capital" stance towards higher education implies the need to develop graduates' capabilities to the full. The concept of graduate "employability", currently being developed in the light of theory and empirical data, is beginning to find acceptance in the…

In this study, the authors found that the most important factor that affected student performance was their competence in speaking English. The sample was a group of 864 business and economics students in United Arab Emirates. The authors used regression analysis for the study. The results of the study showed that students who participated in…

A study of over 3,000 U.S. high school students who took the Test of Economic Literacy (TEL) in 1986 reveals a lack of basic understanding in the four basic TEL concept clusters of fundamental economics, microeconomics, macroeconomics, and international economics. The TEL was administered pre- and posttest where students were enrolled in one of…

Three aspects of problems, issues, and questions facing curriculum development teams, local authority advisors, and teacher trainers interested in helping teachers in the United Kingdom (UK) construct and shape an effective economics curriculum are examined. First, in an investigation of the curriculum context dimension, the paper predicts that…

Many home economics teachers have experienced difficulty in developing good classroom tests and have expressed a need for help. This publication was prepared to provide guidance in the construction and use of a variety of measurement devices. Section 1 discusses the role of measurement in the instructional process including why measure, what to…

Examines the factors which influenced learning of economics content among 511 sixth-grade students. Results showed that the student's general ability level, the emphasis given to social studies in the curriculum, and previous exposure to economics were the most important factors influencing economics learning. (JDH)

After completing an introductory economics course, college students living in what are judged to be adverse environments had lower levels of economic knowledge than students living in other residences. Also, students who had taken high school economics achieved significantly lower grades than those without the high school course. (RM)

An evaluation of a traditional developmental economics education program (DEEP), K-12, over a three-year period indicated that the DEEP process of inservice training and curriculum change can result in significant increases in levels of student economic understanding. However, increased understanding may not always occur during the first or second…