Grimes, Paul W. and Nelson, Paul S. (1998): The social issues pedagogy vs. the traditional principles of economics: an empirical examination. Published in: The American Economist , Vol. Volume, (1998): pp. 56-64.
Download (624Kb) | Preview
Standardized test (TUCE) scores for students enrolled in a Social Issues course were compared to those of students in traditional Principles of Economics courses within the framework of a standard educational production function. The production function was estimated using Heckman's two-step procedure to correct for self-selection due to student attrition over the course of study. After controlling for student demographics, prior experiences, and academic aptitude, no significant test score differences were found between students in the Social Issues course and those in the Principles of Macroeconomics. However, Social Issues students were found to score significantly below students in the Principles of Microeconomics, ceteris paribus. The results also indicate that students had a higher probability of completion in the Social Issues course relative to a theory oriented Principles course.
|Item Type:||MPRA Paper|
|Original Title:||The social issues pedagogy vs. the traditional principles of economics: an empirical examination|
|Keywords:||economic education; college; experiment; pedagogy; principles of economics|
|Subjects:||A - General Economics and Teaching > A2 - Economics Education and Teaching of Economics > A22 - Undergraduate
A - General Economics and Teaching > A2 - Economics Education and Teaching of Economics
|Depositing User:||Paul W. Grimes|
|Date Deposited:||10. Jul 2012 02:27|
|Last Modified:||23. Feb 2013 06:58|
American Economic Association, 1950. Final report: AEA committee on the teaching of undergraduate economics. American Economic Review Papers and Proceedings Supplement 49 (December): 1-226.
Becker, W. E. and Walstad W. B., 1987. Econometric Modeling in Economic Education Research. Boston: Kluwer-Nijhoff Publishing.
Becker, W. E. and Walstad W. B., 1990. Dataloss from pretest to posttest as a sample selection problem. Review of Economics and Statistics 72 (1): 184-188.
Edgmand, M., Moomaw, R., and Olson, K., 1991. Economics and Contemporary Issues. Chicago: The Dryden Press.
Grimes, P. and Niss, J., 1991. Economic understanding and student success in a business curriculum. Journal of Education for Business 66 (May/June): 309-313.
Heckman, J., 1979. Sample selection bias as a specification error. Econometrica 47 (1): 153-162.
Hyman, D., 1994. Economics, 3rd Edition, Burr Ridge, IL: Richard D. Irwin, Incorporated.
Leftwich, R., Sharp, A., 1974a. Economics of Social Issues. Dallas, TX: Business Publications, Incorporated.
Leftwich, R., Sharp, A., 1974b. Syllabus for an "issues approach" to teaching economic principles. Journal of Economic Education Special Issue 1 (Winter): 1-32.
McEachern, W., 1994. Economics--A Contemporary Introduction, 3rd Edition. Cincinnati, OH: South-Western Publishing, Company.
Saunders, P., 1991. Test of Understanding in College Economics-Examiner's Manual. New York: Joint Council on Economic Education.
Sharp, A., Leftwich, R., and Bumpass, D., 1975. An examination of trade-offs in teaching economic principles. Journal of Economic Education 7 (Fall):56-58.
Sharp, A., Register, C., and Grimes, P., 1996. Economics of Social Issues, 12th Edition. Burr Ridge, IL: Richard D. Irwin, Incorporated.
Sharp, A., Register, C., and Leftwich, R., 1994. Economics of Social Issues, 11th Edition. Burr Ridge, IL: Richard D. Irwin, Incorporated.
Siegfried, J., Bartlett, R., Hansen, W., Kelley, A., McClosky, D., and Tietenberg, T., 1991. The status and prospects of the economics major. Journal of Economic Education 22 (Summer): 197-224.
Siegfried, J. and Bidani, B., 1992. Differences between economics programs located in liberal arts colleges and in business schools. Journal of Economic Education 23 (Spring): 181-188.
Soper, J. and Walstad, W. B., 1983. On measuring economic attitudes. Journal of Economic Education 14 (Fall): 4-18.