Retention of Economics Principles by Undergraduates on Alternative Curricular Structures

Autor/inn/en	Johnson, Daniel K. N.; Lybecker, Kristina M.; Taylor, Corrine H.
Titel	Retention of Economics Principles by Undergraduates on Alternative Curricular Structures
Quelle	In: Journal of Education for Business, 86 (2011) 6, S.332-338 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-2323
DOI	10.1080/08832323.2010.532240
Schlagwörter	Testing Problems; Microeconomics; Macroeconomics; Retention (Psychology); Recall (Psychology); Achievement Gains; Economics Education; Educational Principles; Undergraduate Students; School Schedules; Semester System; Trimester System; Block Scheduling; Course Organization; Student Surveys; Student Attitudes; Mail Surveys + Suchen Sie Ihr Suchwort? Mikroökonomie; Makroökonomie; Merkfähigkeit; Abberufung; Achievement gain; Leistungssteigerung; Wirtschaftskunde; Bildungsprinzip; Schulzeiteinteilung; Semester; Semesterferien; Block teaching; Blockunterricht; Stundentafel; Course organisation; Kurskonzept; Schülerbefragung; Schülerverhalten; Erhebungsinstrument
Abstract	The authors investigated whether the curricular structure of an economics course (semester, trimester, or compressed block schedule) has an effect on an undergraduate's subsequent retention of course material, while controlling for other relevant differences. They tested separately for theoretical or process comprehension and for graphical construction or interpretation, while separating microeconomics from macroeconomics content as well. They used an instrument to address the no-stakes testing problem, and their Heckman two-stage estimations present some interesting results for educators and institutional policymakers alike. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10