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Enhancing Learning in Economics

Paper Session

Friday, Jan. 3, 2020 10:15 AM - 12:15 PM (PDT)

Marriott Marquis, Coronado Room
Hosted By: American Economic Association & Committee on Economic Education
  • Chair: KimMarie McGoldrick, University of Richmond

Enhancing Learning in Economics through “Nudges”

Rita Balaban
,
University of North Carolina-Chapel Hill
Patrick Conway
,
University of North Carolina-Chapel Hill

Abstract

We test for the importance of nudges in improving student performance in Introductory Economics courses at UNC-Chapel Hill. We use a randomized controlled trial to test the effectiveness of nudges in encouraging use of academic supports and (jointly) the use of these supports on academic performance.

With our aggregated sample the average treatment effects take the correct sign but are uniformly statistically insignificant. This near-zero average effect masks large and significant effects of nudges among subgroups of individuals: females, first-years, and individuals of color. Our results identify subgroup-activity pairings for which nudges work at the margin to encourage participation.

Diagnosing the Learning Environment for Diverse Students in Introductory Economics: An Analysis of Relevance, Belonging, and Growth Mindsets

Amanda Bayer
,
Swarthmore College
Syon Bhanot
,
Swarthmore College
Erin Bronchetti
,
Swarthmore College
Stephen O’Connell
,
Swarthmore College

Abstract

Using administrative and survey data, we diagnose the learning environment in an introductory economics course. Relative to men from overrepresented groups, women and underrepresented minority students finish the course reporting significantly lower measures of relevance, belonging, and growth mindsets, factors related to college success. For example, they are less likely to agree that their professor used relatable examples, more likely to report feeling different than the typical economics major, and less likely to report believing they could learn the material. We also describe a new, low-cost initiative expanding the role of undergraduate teaching assistants to promote a more inclusive environment.

A Pareto-Improving Way To Teach Principles of Economics: Evidence from the University of Toronto

Dwayne Benjamin
,
University of Toronto
Avi J. Cohen
,
University of Toronto
Gillian Hamilton
,
University of Toronto

Abstract

University of Toronto undergrads can choose between conventional and literacy-targeted (LT) principles of economics courses. We compare the demographics and performance in subsequent courses for 13,000 students over 11 years and find that: LT courses attract a greater percentage of female and domestic students; conditional on meeting grade cutoffs, LT students do just as well in intermediate theory and statistics courses as conventional principles students; women do as well or better than men in intermediate theory and statistics courses. With appropriately chosen cutoffs, departments offering LT courses can preserve subsequent disciplinary rigor and address underrepresentation of women and minorities.

How Often Does Active Learning Occur? A Quantitative Approach

Brandon Sheridan
,
Elon University
Ben Smith
,
University of Nebraska-Omaha

Abstract

Substantial evidence suggests active learning pedagogy is superior to lecturing, but little evidence exists on the prevalence of such methods. Watts and Schaur (2011) find, based on self-reported data, the median instructor lectures 89% of the time. We analyze audio-recorded lectures from 30 instructors and 535 classes to show instructors drastically underestimate how often they lecture. Survey results show instructors estimate they lecture approximately 78.5% of class time; our data reveals the true average is 89%. This difference is statistically significant both when treating the data cardinally (t-test; p-value = 0.002) or ordinal ranks (p-value = 0.006; Mann and Whitney, 1947); the latter is a non-parametric test that is insensitive to outliers.
Discussant(s)
Tisha Lin Nakao Emerson
,
Baylor University
Martha L. Olney
,
University of California-Berkeley
Wendy Stock
,
Montana State University
Georg Schaur
,
University of Tennessee
JEL Classifications
  • A2 - Economic Education and Teaching of Economics