The Effect of Classroom Games on Student Learning and Instructor Evaluations

Cebula, Richard and Toma, Michael (2000): The Effect of Classroom Games on Student Learning and Instructor Evaluations. Published in: Journal of Economics and Finance Education , Vol. 1, No. 2 (27 February 2002): pp. 1-10.

Abstract

Assuming that instructors of economics are utility maximizers, they may find it useful to engage in classroom behavior that is likely to generate favorable outcomes with respect to student course evaluations. This is especially true if student course evaluations are used in assessing teaching effectiveness for tenure, promotion, and salary decisions. In this paper, we present evidence that the use of a classroom gaming exercise can raise instructor evaluations and also enhance student learning outcomes. The tests are conducted in a framework that indirectly controls for grade inflation and considers student attendance and grade expectations as other sources of influence on instructor evaluation ratings.

• Item Type: MPRA Paper
• Language: English
• Keywords: economic education; classroom games; course evaluations; student learning
• Subjects: A - General Economics and Teaching > A2 - Economic Education and Teaching of Economics > A22 - Undergraduate; A - General Economics and Teaching > A2 - Economic Education and Teaching of Economics > A23 - Graduate; D - Microeconomics > D1 - Household Behavior and Family Economics > D10 - General; D - Microeconomics > D7 - Analysis of Collective Decision-Making > D70 - General

References

Aigner, D., and F. Thum. 1986. "On Student Evaluations of Teaching Ability." Journal of Economic Education 17(4): 243-265.

Becker, W. 1975. "The University Professor as a Utility Maximizer and Producer of Learning, Research and Income." Journal of Human Resources 10(1): 107-115.

Becker, W., and M. Watts. 1999. "How Departments of Economics Evaluate Teaching." American Economic Review Papers and Proceedings 89(2): 344-349.

Bell, C. 1993. "A Non-computerized Version of the William and Walker Stock Market Experiment in a Finance Course." Journal of Economic Education 24(4): 317-323.

Chamberlin, E. 1948. "An Experimental Imperfect Market." Journal of Political Economy 56(2): 95-108.

Durden, G., and L. Ellis. 1995. "The Effects of Attendance on Student Learning in Principles of Economics." American Economic Review Papers and Proceedings 85: 343-346.

Fels, R. 1984. "Student Papers on Macroeconomic Policy." Journal of Economic Education 15(3): 237-238.

Gigliotti, R., and F. Buchtel. 1990. "Attribution Bias and Course Evaluations." Journal of Educational Psychology 82(2): 341-351.

Greenwald, A. 1980. "The Totalitarian Ego: Fabrication and Revision of Personal History." American Psychologist 35: 603-618.

Holt, C. 1999. "Teaching Economics with Classroom Experiments." Southern Economic Journal 65(3): 603-610.

McKenzie, R. 1975. "The Economic Effects of Grade Inflation on Instructor Evaluations." Journal of Economic Education 6(2): 99-106.

Nelson, J., and K. Lynch. 1984. "Grade Inflation, Real Income, Simultaneity, and Teaching Evaluations." Journal of Economic Education 15(1): 21-37.

Romer, D. 1993. "Do Students Go to Class? Should They?" Journal of Economic Perspectives 7: 167-174.

Seiver, D. 1983. "Evaluation and Grades: A Simultaneous Framework." Journal of Economic Education 14(3): 32-38.