Title

Do classroom experiments increase learning in introductory microeconomics?

Authors

Authors

M. Dickie

Comments

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Abbreviated Journal Title

J. Econ. Educ.

Keywords

experiments; incentives; ECONOMIC EDUCATION; TEACHING ECONOMICS; PRINCIPLES; IMPACT; Economics; Education & Educational Research

Abstract

Interest in using classroom experiments to teach economics is increasing whereas empirical evidence on how experiments affect learning is limited and mixed. The author used a pretest-posttest control-group design to test whether classroom experiments and grade incentives that reward performance in experiments affect learning of introductory microeconomics. The author measured the partial effects of experiments independently of instructor quality and teaching methods using Test of Understanding in College Economics scores. Experiments without incentives are associated with higher posttest scores and greater improvement over pretest scores, but grade incentives may offset benefits of experiments. Controlling for student aptitude and other characteristics, limiting influence of potential outliers, or adjusting for potential selection bias from incomplete observation of test scores does not alter the conclusion that experiments increase learning whereas grade incentives do not.

Journal Title

Journal of Economic Education

Volume

37

Issue/Number

3

Publication Date

1-1-2006

Document Type

Article

Language

English

First Page

267

Last Page

288

WOS Identifier

WOS:000239734400002

ISSN

0022-0485

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