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Are we doing homework wrong? The marginal effect of homework using spaced repetition Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2024-03-22 Alan Green
While assigning homework in college courses is supported by both psychological research on memory and studies of economics classes, research examining the marginal effect of homework scores on exam performance generally shows insignificant results. These weak marginal effects may be due to the number of times students repeat the work and how spread out they are; the few studies that show positive marginal
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Can instruction in consumer choice theory in introduction to microeconomics benefit student learning in upper-level economics courses? The example of public finance Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2024-03-01 Tin-Chun Lin
Does teaching the theory of consumer choice in Introduction to Microeconomics enhance student learning in upper-level economics courses? In this study, a Public Finance course was selected as an example of an upper-level economics course. Results suggest that: (1) it can significantly benefit students in learning Public Finance when students learned about the topic (i.e., theory of consumer choice)
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Essays in economics in ICU: Resuscitate or pull the plug? Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2024-02-13 Kamilya Suleymenova, Mary Dawood, Maria Psyllou
This study investigates the perspectives of Economics academics regarding the impact of using text-generative AI (GAI) on teaching and assessment in the UK higher education (UKHE) sector, with a specific focus on essays. The survey of academics’ perceptions encompasses considerations of academic integrity, transferrable skills, and ethical GAI use. The responses unveiled a range of significant findings
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Who watched pre/post-lecture tutorial videos? Does flipped learning help beginners in economics? Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2024-01-20 Bei Hong
The modern-day classroom is characterized by academic diversity, with students from varied backgrounds and with different levels of prior knowledge. To cater to the diverse abilities of students, this paper explored the use of flipped learning as a teaching approach in an introductory economics course. We investigated the effectiveness of 40 pre-lecture videos covering basic concepts and 27 post-lecture
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Understanding the hybrid classroom in economics: A case study Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2023-12-19 Jonathan L. Graves, Emrul Hasan, Trish L. Varao-Sousa
In this paper, we discuss the differences between online and in-person students (“cohorts”) in an intermediate econometrics course taught in Summer 2021 using a hybrid (online and in-person) educational format. We designed this course as an experimental pilot which used a combination of lectures, labs, and hands-on activities to study whether hybrid instruction necessarily advantages one group of students
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Twenty-three years of teaching economics with technology Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2023-12-01 Marianne Johnson, Martin E. Meder
This meta-analysis considers the use of technology to facilitate learning in undergraduate economics courses. We ask what technologies have been adopted, who did the adopting, and how effectiveness was evaluated. A survey of 277 articles published between 2000 and 2022 demonstrates that while many of the technologies adopted for teaching reflected contemporary trends, studies of online and hybrid courses
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Using Netflix Original Series to teach economics: A diversity and inclusion approach Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2023-11-02 Amel Ben Abdesslem, Julien Picault
Using pop culture to illustrate economics concepts is a growing trend among economics instructors. This paper embraces this trend and contributes by exploring the opportunities that using video clips from Netflix Originals series provides to economics instructors. We created lecture plans based on 12 Netflix Originals series allowing instructors to illustrate more than 25 economics concepts presented
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Improving student performance: Playing Survivor Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2023-10-17 Alina F. Klein, Rudolf F. Klein
There is an extensive literature asserting the undisputable educational value of games. Inspired by a popular CBS TV show, this paper presents a Survivor-style game that instructors can implement in any economics course. At first, students play in teams, then individually. This encourages both teamwork and independent learning. We also conduct an experiment to compare a control and a treatment group
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Teaching economics in higher education with universal design for learning Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2023-10-01 Ambrose Leung, Lavinia Moldovan, Michael Ata
Universal Design for Learning (UDL) is a framework, first introduced by the Harvard School of Graduate Education in 1984, to incorporate different approaches to engage and motivate learners from diverse backgrounds in an inclusive learning environment. UDL promotes academic curriculum design based on three main principles: (1) multiple means of representation, (2) multiple means of action and expression
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Teaching economics of monetary union with the IS-MP-PC model Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2023-09-26 Ivo J.M. Arnold
This paper explains how the three-equation IS-MP-PC-model can be adapted to discuss macroeconomic adjustment in a monetary union. It introduces a two-country version that is used to illustrate the difficulties of macroeconomic adjustment in the presence of asymmetric demand and financial shocks. The level of analysis does not go beyond the level of a course in introductory macroeconomics. The adaption
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Decomposing a pre- post-test outcome to measure the effect of cooperative learning on student achievement Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2023-09-26 Tisha L.N. Emerson, KimMarie McGoldrick, Jamie Wagner
Using a quasi-experimental research design, we examine the efficacy of one type of cooperative learning pedagogy (think-pair-share exercises) in the microeconomic principles course. Students in the treatment group engaged in think-pair-share exercises with an assigned partner throughout the semester. Those in the control completed the same exercises but did so individually. All students took the Test
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Choice of data visualization tool: FRED or spreadsheets? Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2023-09-22 Diego Mendez-Carbajo, Alejandro Dellachiesa
We study the impact that the choice of data visualization tool has on student ability to create a graph and interpret the information contained in it. We use a systematic random assignment approach and control for student demographic and academic characteristics. We compare the use of spreadsheets to the use of FRED (Federal Reserve Economic Data) among 471 undergraduate students of statistics for
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The Economic Statistics Skills Assessment (ESSA) Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2023-09-09 Douglas McKee, George Orlov
In this paper, we document the design, development, and validation of a new multiple-choice assessment created to test student knowledge and understanding of probability and statistics concepts used in economics. High quality measures of student skills and understanding are useful for course and program evaluation, analysis of pedagogical innovation, and identifying misconceptions and gaps in students’
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Studying like a nerd: Spacing, self-testing, and explanatory questioning in principles of microeconomics Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2023-08-06 Gabriel X. Martinez
Ineffective study strategies breed overconfidence, bad grades, misplaced blame, and little long-term learning. The psychological learning-science literature suggests that pedagogies based on spacing, self-testing, and explanatory questioning push back against these tendencies and improve learning. This hypothesis was tested by comparing the results in “Chalk-and-Talk” versus “Active Learning” microeconomics
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Teaching methods and materials in undergraduate economics courses: School, instructor, and department effects Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2023-07-06 Laura J. Ahlstrom, Cynthia Harter, Carlos J. Asarta
There has been very little change in how the economics profession teaches undergraduate students over the last 25 years. This study examines the effects of school, instructor, and departmental characteristics on teaching methods and materials used in undergraduate economics courses. We employ the regression framework originally used by Harter, Schaur, and Watts (2015a), but differentiate our work from
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University students, economics education, and self-interest. A systematic literature review Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2023-04-05 Cristina Miragaya-Casillas, Raimundo Aguayo-Estremera, Alberto Ruiz-Villaverde
There is an open debate in academia about whether economics students behave in a more self-interested manner than non-economics students. This debate is based on the assumption that economics students are exposed to the study of standard economic models. These models begin with a representative agent, the homo œconomicus, which is a rational optimizer that serves to satisfy their own self-interest
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Exploring an Undergraduate Learning Assistant (ULA) program’s impact on African American male student success Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2023-04-05 LaTanya Brown-Robertson, Samantha Nichols
This study investigates the impact a historically black institution's (HBI) Undergraduate Learning Assistant (ULA)-peer-tutoring program-effecton African American male student success. The ULA program allows upper-level college students who have successfully completed lower-level economics and accounting courses to serve as peer tutors to undergraduate students by providing in-class support and out-of-class
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Learning labor economics through narrative interviews on the work that people do Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2023-03-17 EeCheng Ong
I implement in a labor economics course a project-based assignment involving narrative interviews on the work that people do. Through experiential learning, students investigate how social, political, and economic forces shape the evolution of an occupation. Students apply one or more of the three neoclassical models — the neoclassical model of labor-leisure choice, the neoclassical model of labor
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A critical review of recent economics pedagogy literature, 2020–2021 Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2023-03-11 Alvin Birdi, Steve Cook, Caroline Elliott, Ashley Lait, Tesfa Mehari, Max Wood
This paper reviews journal articles in the area of economics teaching and learning published during the past two years, namely calendar years 2020 and 2021. Our intention is to provide scholars in economics departments with a critical and selective overview of some of the main trends and highlights of the scholarly literature as it pertains to economics pedagogy, curriculum and assessment.
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What a difference three years of economics education make: Evidence from lower stream schools in Germany Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2022-12-07 Mira Eberle, Luis Oberrauch
A large body of literature documents that school-based financial education generally improves financial knowledge, yet little is known about the effect of instruction in the broader economic domain. This paper evaluates the effect of a curriculum reform introducing mandatory economic education on economic competence and knowledge in German lower stream schools, in which students have lower socio-economic
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Procrastination and grades: Can students be nudged towards better outcomes? Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2022-10-26 Nicky Nicholls
This study starts by examining the relationship between procrastination and grades. I use a large sample (n = 17,241) of timed submissions of online assessments, where having multiple observations for each individual makes it possible to control for individual fixed effects. The data confirm a significant negative relationship between procrastination and grades. To address procrastination, two “nudges”
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Do laptops in the classroom produce negative externalities? Evidence from a classroom field experiment Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2022-10-03 Kevin Meyer
This paper uses a semester-long field experiment to analyze the effect of the use of laptops in the classroom on a neighboring student’s ability to learn. Students were randomly assigned a seat during each lecture, creating random exposure to laptops. Each lecture concluded with a short quiz to assess learning outcomes. Simple OLS estimates show statistically significant but practically small effects
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Financial life-skills training and labor market outcomes in Indonesia Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2022-09-27 Paul W. Grimes, Jane S. Lopus, Dwi Sulistyorini Amidjono
This study examines the relationship between a United States Agency for International Development financial life skills training program for poor and vulnerable youth in Indonesia on labor market outcomes two years following the training. Longitudinal results indicate that self-efficacy and financial behaviors improved from pre-training to two years after the training, and a logistic regression analysis
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Which online learning resources do undergraduate economics students’ value and does their use improve academic attainment? A comparison and revealed preferences from before and during the Covid pandemic Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2022-09-26 Lory Barile, Caroline Elliott, Michael McCann
The rapid shift to online learning during the Covid-19 pandemic led to widespread migration to online / blended delivery across UK Higher Education. This has prompted renewed interest in identifying the features of virtual learning environments (VLEs) which students value and are most helpful in academic development and attainment. Using the experience of delivery on an undergraduate module both before
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Teaching with Twitter: An extension to the traditional learning environment. Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2022-09-16 Paul Middleditch, Will Moindrot, Simon Rudkin
Recent global events have forced a reexamination of the teaching tools that we make use of in higher education. We present our findings from a pilot, using Twitter as an extension to the learning environment for economics students at the University of Manchester and draw lessons for the use of this platform as part of a taught course. We suggest that, whilst popular in terms of personal adoption with
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Variation in individual engagement in team-based learning and final exam performance Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2022-09-06 Molly Espey
I analyze the relationship between individual contributions within a team in a team-based learning environment and performance on the final exam in three different economics courses over thirteen years. All students are assigned to teams but vary in their degree of engagement or effort in the learning activities in the classroom. Controlling for both general and course-specific academic ability, I
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The Man Who Discovered Capitalism: A documentary on Schumpeter for use in the classroom Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2022-08-23 John T. Dalton, Andrew J. Logan
We describe how the 2016 documentary The Man Who Discovered Capitalism can be used in the classroom to provide an entry point to the life and economics of Joseph A. Schumpeter, whose work on innovation, entrepreneurship, and creative destruction remains relevant for students today. We summarize the key ideas conveyed in the documentary and offer four criticisms: its failure to capture the role of fin-de-siècle
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Adapting the case method in an economics capstone research course Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2022-07-29 Brooks Depro, Kathryn Rouse
Recent research suggests educators can enhance the depth of capstone projects by assigning projects with real-world applications. We illustrate how the case method can be adapted for an undergraduate research experience course. We present an example case study project used in an economic consulting capstone course. Student teams receive a case narrative that includes a real-world request for a proposal
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The Multidimensional Model of the One-Minute Paper: Advancing theory through theoretical elaboration Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2022-07-13 Damian Whittard, Elizabeth Green, Mariyam Shaffau Shareef, Idrees Ismail
The One Minute Paper (OMP) is a formative assessment technique which provides scaffolding for students to build knowledge. This study uses a theory elaboration approach to develop the Multidimensional Model of the One-Minute Paper. The model is conceptualised by connecting preliminary models with the empirical observations from a qualitative study. The findings are based on the results from student
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Improving student outcomes in large introductory courses Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2022-07-07 Catherine Boulatoff, Teresa L. Cyrus
Large introductory courses may be cost-effective for universities, but present many drawbacks, including student absenteeism, high failure rates, and reduced learning. We undertook a re-design of our Principles of Economics courses in order to improve the learning outcomes for collaborative, dependent, and independent learners, by introducing three changes: mandatory tutorials with active learning
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Student performance under asynchronous and synchronous methods in distance education: A quasi-field experiment Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2022-05-17 Burak Kağan Demirtaş, Umut Türk
This study examines student performance under asynchronous and synchronous methods in a microeconomics course during COVID-19 pandemic. We conduct a quasi-field experiment in a state university in Turkey. In the experiment, students were divided into synchronous and asynchronous groups and were taught the same weekly material of microeconomics by the methods respective to their group. At the end of
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The many faces of the taylor rule for advanced undergraduate macroeconomics Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2022-05-16 George A. Waters
The Taylor Rule and Fisher Relation can be represented on a graph that allows for discussion of the zero lower bound on interest rates, the existence of multiple equilibria, secular stagnation and Japan’s lost decade, among other issues. The Taylor Rule and Fisher Relation can also be included in a small macroeconomic model that can be used to study the stability under various interest rate rules under
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The impact of distributed homework on student outcomes Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2022-05-12 Sylvia Kuo
Distributed practice improves learning by requiring the brain to expend extra effort retrieving prior learning after a time delay. I examine whether repeating the most troublesome homework question on the next assignment improves exam performance within one large upper-level undergraduate economics course. I compare exam outcomes of students enrolled in Fall 2017 as my control group (N = 136) with
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Live or lecture capture: Evidence from a classroom random control trial Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2022-03-25 Benjamin Artz, Marianne Johnson, Denise Robson, Sarinda Siemers
This study employs a random control trial experimental design to compare student learning outcomes in situations with live lectures and situations with ‘captured’ – virtually recorded asynchronous – lectures. Students across five sections of introductory microeconomics were randomly assigned to attend a lecture in person or virtually. They were then quizzed on the material covered. Later in the semester
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Racial and gender achievement gaps in an economics classroom Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2022-02-26 Daria Bottan, Douglas McKee, George Orlov, Anna McDougall
In this paper, we document gender and race/ethnic achievement gaps over four semesters of an intermediate-level economics course. We find that, on average, URM students score lower on assessments, and this racial achievement gap differs in important ways for male and female students. Male under-represented minority (URM) students earned lower final exam scores than male non-URM students, but this gap
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Exploring educational students acceptance of using movies as economics learning media: PLS-SEM analysis Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2022-02-08 Rochman Hadi Mustofa, Dias Aziz Pramudita, Dwi Atmono, Rasika Priyankara, Mochammad Chairil Asmawan, Muhammad Rahmattullah, Saringatun Mudrikah, Leonny Noviyana Sakti Pamungkas
This research attempts to investigate the level of acceptance of economics learning media through movie scenes using the Technological Acceptance Model (TAM) approach. Data were obtained using a Likert scale questionnaire from 396 students of the Faculty of Teacher Training and Education in Surakarta, Central Java, who had taken the learning media course. Partial Least Square Structural Equation Modeling
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Locus of control, self-efficacy, and student performance in an introductory economics course Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2022-01-31 Ahmad A Kader
In the Principles of Microeconomics course taught during the Fall Semester 2019, 88 students participated in the completion of two questionnaires and a survey describing their demographic and academic profile. The two questionnaires included the 29 items of the Rotter Locus of Control Scale and the 10 items of the Schwarzer & Jerusalem Generalized Self-Efficacy Scale. The paper is intended to show
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Do students sort themselves based on economic ideology? Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2021-12-27 Christopher Magee
This paper describes a classroom experiment that facilitates a discussion of different economic ideologies and of the beliefs held by conservative and liberal economists. The experiment tests whether students tend to associate with like-minded friends more than with students who have different economic ideologies. The results of the experiment suggest that students are closer in ideology to their friends
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A modern approach to monetary and fiscal policy Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2021-12-23 Celso J. Costa Junior, Alejandro C. Garcia-Cintado, Karlo Marques Junior
This paper puts forth a systematic approach to teaching fiscal-monetary interactions that follows the view of one of the fathers of the Fiscal Theory of the Price Level (FTPL), Eric Leeper. The main advantage of this setup is its simplicity, which makes it particularly suited for undergraduates and non-specialists. It relies on a two-graph device to show that fiscal and monetary policies always get
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Making introductory economics more relevant: Using personalized connections to introduce environmental economics Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2021-12-10 Brooks Depro
Instructors have used real-world problems in introductory economics classrooms for over three decades, but today’s students continue to perceive that economics is not relevant for their lives. I provide three teaching modules associated with pollution externalities designed to improve student perceptions of relevance and make the study of environmental problems “more useful for more people.” I provide
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Theatrical readings as a means of learning economics Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2021-12-06 Mario Morroni, Riccardo Soliani
In this paper, we present the features and discuss the results of an innovative technique of teaching economics through theatrical readings, that is writing and staging plays addressing economic issues. We have applied this method to engage students, promoting the understanding of economic principles and encouraging critical reflection. Theatre is a powerful tool that favours the dissemination of economic
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Economics students: Self-selected in preferences and indoctrinated in beliefs Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2021-12-16 Antonio M. Espín, Manuel Correa, Alberto Ruiz-Villaverde
There is much debate as to why economics students display more self-interested behavior than other students: whether homo economicus self-select into economics or students are instead “indoctrinated” by economics learning, and whether these effects impact on preferences or beliefs about others’ behavior. Using a classroom survey (n > 500) with novel behavioral questions we show that, compared to students
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Does the timing of assessment matter? Circadian mismatch and reflective processing in university students Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2021-09-20 B.I. Oyebode, N. Nicholls
University students are required to engage with new content and to be assessed at specific times of the day. Research has shown that circadian rhythms differ between individuals, with impacts on optimal functioning times. We investigate the extent to which deliberate, reflective thinking (critical for university level tasks) is impacted by the timing of tasks and the interaction of task timing with
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Economics education, childhood socialization, and the transmission of allocation preferences Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2021-08-18 Bernd Süssmuth, Bastian Gawellek, Fabian Koenings
This study revisits the “nature-nurture” debate in the context of attitudes towards allocation mechanisms based on query-revealed preferences. It takes into account the educative socialization during childhood. As database serves a survey among students of a medium-sized multidisciplinary university in East Germany. It is rich in variation to parallelly draw inference from field of study, gender, and
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Using Python and Google Colab to teach undergraduate microeconomic theory Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2021-09-02 Masanori Kuroki
The author describes how to use the Python programming language to teach topics in a microeconomic theory course at the undergraduate level. Specifically, the author describes how to use Python to solve optimization problems, such as utility maximization and profit maximization. Python is free and open-source and becoming increasingly popular both in economics and in business. To focus on solving optimization
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Diversifying the use of pop culture in the classroom: Using K-pop to teach principles of economics Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2021-05-14 Jadrian J. Wooten, Wayne Geerling, Angelito Calma
Economic educators have been teaching with pop culture for decades, but no primary work has identified media from foreign-language sources. We provide three teaching guides that capitalize on the growth of Korean popular music and can be integrated into the principles curriculum. The three artists chosen – BTS, BLACKPINK and EXO-CBX – have huge global followings. Each online music video provides English
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Baking for economics and the community–An experiential learning project for the principles of microeconomics class Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2021-04-23 Guanlin Gao
This paper introduces an experiential learning project for the principles of microeconomics class. In this project, students create a baking business and act as entrepreneurs, from conducting market research, engaging in production and sales, to evaluating their business’s financial performance. This hands-on project not only covers a wide range of learning objectives, including demand and supply,
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Learning in the time of Covid-19: Some preliminary findings Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2021-04-10 Bryan Engelhardt, Marianne Johnson, Martin E. Meder
In response to the Covid-19 pandemic, universities closed to face-to-face learning, shifting entirely to online instruction midway through the spring 2020 semester. In this paper, we compare student performance in the Covid-19 affected semester to that of the previous three unaffected semesters. We consider both student grades and student performance on standardized post-tests in introductory macroeconomics
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Back to basics: How reading the text and taking notes improves learning Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2021-04-15 Patrick Gourley
Instructors regularly assign textbook readings and encourage students to take notes on those readings. Despite this being standard preparation for many courses, there has been little scholarship on how much this pre-lecture preparation helps students learn. Using a panel data set that leverages student fixed effects, the impact that reading the text and taking notes has on quizzes and exams in an Introduction
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A classroom experiment on the specific factors model Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2021-04-01 Yu-Hsuan Lin
This paper proposes a classroom experiment to illustrate the specific-factors model. In it, students act as decision-makers in an economy comprising two goods and three factors, and each is asked to maximize the value of marginal production by allocating his/her labor force between the two sectors. Through trading products, all players work as a whole economy in pursuit of higher welfare. From their
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The effectiveness of the emergency eLearning during COVID-19 pandemic. The case of higher education in economics in Romania Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2021-04-15 Monica Roman, Aurelian-Petruș Plopeanu
In this paper, we aim to identify the determinants of online effective learning in the emergency situation created by COVID19 pandemic. Further, we test which of the learning methods (traditional, online, and hybrid) is preferred by Romanian students in economics in this unusual context. Using a sample of 1415 students from five major Romanian faculties of economics and applying ordinal and bivariate
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Assessing the attitudes of economics students towards econometrics Int. Rev. Econ. Educ. (IF 0.782) Pub Date : 2021-04-10 Magdalena Cladera
Econometrics is the dominant research methodology in Economics, and it is also frequently used in other social sciences disciplines. Skills related to this subject are much in demand around the world, both in the public and private sector. However, numerous Econometrics lecturers consider that Economics students do not have positive attitudes toward the subject. This can be a problem for learning the