A traditional college economics course and an experimental economics course where students may purchase lecture notes are compared for student achievement. (DE)

This study measured the effects of specified variables on student knowledge of economics before taking an economics course and the effects of an enlarged set of variables on knowledge gained from taking the course. The pretest included 5,300 students from 200 classes in 150 randomly selected Indiana schools. Missing data and missing students…

The Test of Understanding in College Economics (TUCE) was delivered to a random sample of college students enrolled in 15 private and public institutions in Louisiana. The students took form A of the TUCE test before taking their first college course in economics and Form B of TUCE upon completing the course. Results showed that before taking a…

The Economic Education Center of the College of St. Thomas conducted this survey of social studies and business education programs in the St. Paul area high schools to procure information for determining (1) the types of services needed by classroom teachers in the field of economics and (2) the nature of programs which should be offered by the…

The author presents critical comments on a paper by John Siegfried, in which Siegfried reports on a controlled experiment to determine whether the educational experience of being a proctor is sufficiently valuable to justify awarding academic credit. Siegfried argues that a semester of proctoring teaches a student more than a one-semester,…

This paper reports on an evaluation of the Sterling Institute self-paced macroeconomics course at Northern Illinois University. Results show that a completely self-paced teaching format for macroeconomics is inferior to a well-directed, concept-oriented, graduate-student instructed, lecture-discussion taught course. (Author/RM)

College student's retention of economic concepts is studied. Two years were spent evaluating the improvement of cognitive skills as a function of time, during and after a one-semester introductory macroeconomics course. Each year the students were taught with either traditional or self-instructional materials. (Author/RM)

Questions previous studies which found that students of economics in two-year colleges learned less than students in four-year schools because of inadequate instruction. Offers alternative hypotheses for performance differences, including inadequate sampling in earlier studies, possible bias of measuring instruments, and different objectives of…

Reports results of an experiment to measure the impact of course grade incentive on student performance in college level economics courses. Findings indicated that students scored higher when the TUCE was a graded course requirement. (Author/DB)

Two assumptions are critically examined: that concrete to abstract learning sequences are effective; and that through computer gaming students can simultaneously achieve varied educational goals. It is seen that the worth of computer gaming cannot be established without careful testing. For journal availability see SO 504 970. (Author/AV)

An evaluation of computer-assisted instruction (CAI) in economics showed that CAI does improve student scores but not significantly more than traditional assignments. Results indicated that CAI is better than just using lectures to teach economics, and that, while, CAI is not better than traditional assignments, it is not any worse. (RM)

This paper describes a study that attempts to measure the influence of a commercially available game, Marketplace, on student achievement is economic understanding and student attitudes toward the instructional process and selected economic concepts. (Author)

Using data collected from three universities, an attempt is made to show that student attitude is an important dimension of learning and that the quality of instruction is associated with attitude. Research procedures are described and research data is presented in tabular form. (SM)

Reports a study to determine attitudes of high school seniors toward mothers and working women and the implications of these attitudes for curriculum development. (SB)

Self-actualization and self-perception of competency were predicted to be positively related in a group of Michigan family life teachers. Results suggest a linkage between personal and professional qualifications. (Editor)