Determinants Of Student Achievement In Principles Of Economics
Abstract
This paper seeks to identify factors that influence student learning in college macroeconomics and microeconomics courses. Student and professor gender and personality type, college entrance exam scores, grade point average, class size, and whether the course was micro or macro were hypothesized as explanatory variables for student learning, which was measured by improvement on the Test of Understanding College Economics III (TUCE). We found no statistically significant influence on student achievement from college entrance exam scores or class size. Student gender, matching instructor and student gender, and GPA were significant explanatory factors for performance in principles of both microeconomics and macroeconomics. Student improvement was significantly higher in macro than in micro. (JEL-A22)
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