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microeconomics courses: Evidence from a regression discontinuity design experiment

Author

Listed:
  • Jennjou Chen

    (National Chengchi University)

  • Tsui-Fang Lin

    (National Taipei University)

Abstract

This paper explores the effect of attending face-to-face lectures on examination performance in online Intermediate Microeconomics courses using a regression discontinuity experimental approach. The instructor implemented a policy requiring students who scored below the class mean on the first exam to attend four face-to-face lectures before the second exam. The estimation results show that, on the average, attending face-to-face lectures does not improve online learning students' examination performance. However, for the group of students who did not or chose not to access online course materials, attending face-to-face lectures did produce a significant and positive effect on their grades. As revealed from this study, offering face-to-face lecture options to online learning students requires more resources but does not significantly improve students' examination performance. In order to enhance students learning particular for low performing students, a cost effective policy option might not be requiring students to attend face-to-face lectures but discovering ways to encourage or require students accessing pre-recorded lectures

Suggested Citation

  • Jennjou Chen & Tsui-Fang Lin, 2016. "microeconomics courses: Evidence from a regression discontinuity design experiment," Economics Bulletin, AccessEcon, vol. 36(4), pages 2094-2116.
    • Handle: RePEc:ebl:ecbull:eb-15-00188
    as

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    References listed on IDEAS

    as
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    More about this item

    Keywords

    online learning; face-to-face lecture; attendance; regression discontinuity;
    All these keywords.

    JEL classification:

    • A2 - General Economics and Teaching - - Economic Education and Teaching of Economics

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