Academic Controversy in Macroeconomics: An Active and Collaborative Method to Increase Student Learning

Autor/in	Santicola, Craig F.
Titel	Academic Controversy in Macroeconomics: An Active and Collaborative Method to Increase Student Learning
Quelle	In: American Journal of Business Education, 8 (2015) 3, S.177-184 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1942-2504
Schlagwörter	Macroeconomics; Cooperative Learning; Economics Education; Quasiexperimental Design; Pretests Posttests; Control Groups; Experimental Groups; Teaching Methods; Instructional Effectiveness; Problem Based Learning; Achievement Gains; Hypothesis Testing; Participant Characteristics; Comparative Analysis; Comparative Testing; Scores; Educational Strategies; Business Administration Education; Higher Education; College Students + Suchen Sie Ihr Suchwort? Makroökonomie; Kooperatives Lernen; Wirtschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Problem-based learning; Problemorientiertes Lernen; Achievement gain; Leistungssteigerung; Hypothesenprüfung; Hypothesentest; Lehrstrategie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent
Abstract	The literature indicates that there is a lack of learning outcomes in economics that can be attributed to the reliance on traditional lecture and the failure to adopt innovative instructional techniques. This study sought to investigate the student learning effects of academic controversy, a cooperative learning technique that shows promise in the area of economics instruction. A quasiexperimental pre-test, posttest design was used to compare a control group which received traditional lecture to a treatment group which received academic controversy lessons. Analysis of the data from the Test of Understanding in College Economics post-test suggests that the use of academic controversy had a positive impact on student learning. Implications of the study include providing a framework for academic controversy which shows promise for improving student learning in post-secondary macroeconomics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01