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Learning styles and performance in principles of economics: does the gender gap exist?

Author

Listed:
  • David Sabiston

    (Mount Royal University)

  • Ambrose Leung

    (Mount Royal University)

  • Gianfranco Terrazzano

    (University of Calgary)

Abstract

Do male students in principles of economics courses outperform female students? The economic education literature is replete with studies suggesting that male performance – as measured by final course grades or grades on standardized tests – exceeds female performance. Recent studies, however, indicate a narrowing of this gender gap when additional attributes such as personality traits, expectations, and/or motivation are included in the traditional education production function. Using a sample of students from principles of economics courses taught at Mount Royal University in Calgary, Alberta, this study investigates the relationship between gender and performance accounting for several different measures of abilities and attributes. Adopting the VARK (visual, aural, reading/writing, and kinesthetic) inventory as a representation of student learning styles, we find a reversal of the gender gap; female students outperform male students.

Suggested Citation

  • David Sabiston & Ambrose Leung & Gianfranco Terrazzano, 2017. "Learning styles and performance in principles of economics: does the gender gap exist?," Economics Bulletin, AccessEcon, vol. 37(4), pages 2935-2944.
    • Handle: RePEc:ebl:ecbull:eb-17-00163
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    References listed on IDEAS

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    Cited by:

    1. Ambrose Leung & Hiroyo Nakagawa, 2021. "Exploring Collaborative Learning in Economics with Visual Aids," Journal of Economics Teaching, Journal of Economics Teaching, vol. 6(1), pages 53-69, May.

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    More about this item

    Keywords

    Gender gap; learning styles; principles of economics;
    All these keywords.

    JEL classification:

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

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