THEY PASS THE TESTS, BUT WHAT DO THEY REALLY BELIEVE? COLLEGE STUDENTS’ VIEWS ON THE ROLE OF GOVERNMENT IN AMERICAN ECONOMICS

Authors

  • Lloyd P. Rieber
  • William J. Rieber

Keywords:

economics education, Q methodology

Abstract

Teaching college economics poses challenges, such as engaging students and fostering critical thinking, given the subject's abstract and intimidating nature. To address these challenges, this project explored the integration of an adaptation of Q methodology, termed Q pedagogy, in a college undergraduate macroeconomics course. The project involved 33 students who completed a Q sort to express their views on the role of government in American economics. The data analysis revealed four distinct viewpoints among the students ranging from limited to no government interference in the economy to governments serving a critical role. This project provides preliminary evidence of using Q pedagogy to promote "big think" critical thinking among economics students. The project also demonstrates how Q pedagogy can provide a safe space for students to share opinions and appreciate diverse perspectives of their classmates.

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Published

2026-01-05

Issue

Vol. 25 No. 2 (2025): JOURNAL FOR ECONOMIC EDUCATORS

Section

Articles

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