A disaggregated investigation of learning functions in introductory economics

John L. Fizel, John L. Fiedler

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

Few evaluations of specific curriculum decisions or teaching methods have investigated their potential impact on the learning performance of students with different characteristics. This paper attempts to address that void by estimating learning functions for different subgroups of students. To investigate the potential variations in student learning processes, a sample of freshmen economic students from a state university is disaggregated by the students' gender, previous knowledge of economics, attitudes toward economics and innate abilities as measured by ACT. ACT English and ACT Mathematics. Differences in the regression coefficients of the segmented samples are then tested using the Chow Test.

Original languageEnglish (US)
Pages (from-to)287-295
Number of pages9
JournalEconomics of Education Review
Volume5
Issue number3
DOIs
StatePublished - Jan 1 1986

Fingerprint

learning
economics
student
learning performance
teaching method
learning process
Introductory economics
Economics
mathematics
regression
curriculum
university
gender
ability
evaluation
Coefficients
Learning process
Mathematics
Evaluation
Teaching methods

All Science Journal Classification (ASJC) codes

  • Education
  • Economics and Econometrics

Cite this

Fizel, John L. ; Fiedler, John L. / A disaggregated investigation of learning functions in introductory economics. In: Economics of Education Review. 1986 ; Vol. 5, No. 3. pp. 287-295.
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A disaggregated investigation of learning functions in introductory economics. / Fizel, John L.; Fiedler, John L.

In: Economics of Education Review, Vol. 5, No. 3, 01.01.1986, p. 287-295.

Research output: Contribution to journalArticle

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