Descriptor
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| Journal of Economic Education | 7 |
Author
| Fraas, John W. | 2 |
| Kelley, Allen C. | 1 |
| Post, Gerald V. | 1 |
| Raimondo, Henry J. | 1 |
| Soper, John C. | 1 |
| Thorton, Richard M. | 1 |
| Vredeveld, George M. | 1 |
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| Journal Articles | 5 |
| Reports - Research | 3 |
| Information Analyses | 1 |
| Reports - Evaluative | 1 |
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| Practitioners | 1 |
| Teachers | 1 |
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Peer reviewedFraas, John W. – Journal of Economic Education, 1982
Describes a study which investigated the effectiveness of a simulation-gaming method of instruction to teach a college level introductory economics course. Also investigated were the interaction effects between student characteristics and the simulation-game as well as the lecture-discussion methods of instruction. (RM)
Descriptors: Economics Education, Educational Research, Higher Education, Lecture Method
Peer reviewedFraas, John W. – Journal of Economic Education, 1982
Reports the results of a study that examined interaction effects between student characteristics and the simulation-game as well as the lecture-discussion methods of instruction among freshman business administration students enrolled in an introductory economics course. (AM)
Descriptors: Academic Achievement, Economics Education, Educational Research, Higher Education
Peer reviewedVredeveld, George M. – Journal of Economic Education, 1982
Reviews research which compares the effectiveness of programed instruction (PI) in economics to lecture-discussion techniques. Studies demonstrate that students using PI perform as well on examinations as students using the traditional method. There is also some evidence that students using PI retain their learning better. (AM)
Descriptors: Discussion (Teaching Technique), Economics Education, Educational Research, Higher Education
Peer reviewedKelley, Allen C. – Journal of Economic Education, 1975
A traditional college economics course and an experimental economics course where students may purchase lecture notes are compared for student achievement. (DE)
Descriptors: Academic Achievement, College Instruction, Course Evaluation, Economics
Peer reviewedSoper, John C.; Thorton, Richard M. – Journal of Economic Education, 1976
This paper reports on an evaluation of the Sterling Institute self-paced macroeconomics course at Northern Illinois University. Results show that a completely self-paced teaching format for macroeconomics is inferior to a well-directed, concept-oriented, graduate-student instructed, lecture-discussion taught course. (Author/RM)
Descriptors: Concept Teaching, Discussion (Teaching Technique), Economics Education, Educational Research
Peer reviewedPost, Gerald V. – Journal of Economic Education, 1985
An evaluation of computer-assisted instruction (CAI) in economics showed that CAI does improve student scores but not significantly more than traditional assignments. Results indicated that CAI is better than just using lectures to teach economics, and that, while, CAI is not better than traditional assignments, it is not any worse. (RM)
Descriptors: Academic Achievement, Comparative Analysis, Computer Assisted Instruction, Economics Education
Peer reviewedRaimondo, Henry J.; And Others – Journal of Economic Education, 1990
Examines whether class size in the introductory-level economics course affects subsequent performance in intermediate-level economics courses. Studies University of Massachusetts (Boston) students who are allowed to choose large or small lecture classes. Finds that students enrolled in large sections received lower grades in subsequent…
Descriptors: Academic Achievement, Class Size, College Students, Conventional Instruction
