DO INTERPRETIVE ECONOMICS DISCUSSIONS IMPROVE LEARNING IN THE CLASSROOM?

Abstract

This paper explores the academic outcome of using interpretive economic discussions in introductory microeconomics. Economics instructors often weigh the costs and benefits of using cooperative learning exercises in the classroom. The purpose for this study is to add to the literature another approach for cooperative learning and to determine if its use in the classroom improves the learning outcome. Our findings indicate that students participating in classroom interpretive economic discussions grasp a deeper understanding of the material, yielding higher exam scores compared to students participating in traditional lecture classes. This outcome suggests that an increased use of cooperative learning exercises might be warranted in economics classes.