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An Examination of the Impact that Classroom Based Experiments have on Learning Economic Concepts

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  • David M. Mitchell

    (Missouri State University)

Abstract

This paper examines and extends the important pedagogical issue of whether using classroom based experiments to illustrate concepts such as supply and demand increases students’ knowledge and understanding of economics. Previous literature has only considered this in a single course whereas this work broadens the focus to both the principles of microeconomics and macroeconomics course. Student understanding and knowledge was measured via the standardized Test of Understanding College Economics exam in conjunction with the individual courses’ final exam. Results indicate that there is not an improvement in either TUCE scores or the final exam score by students who were exposed to classroom experiments. Furthermore, there is some evidence that the experiments might actually lower an instructor’s student evaluations.

Suggested Citation

  • David M. Mitchell, 2008. "An Examination of the Impact that Classroom Based Experiments have on Learning Economic Concepts," Journal of Economic Insight, Missouri Valley Economic Association, vol. 34(1), pages 21-34.
    • Handle: RePEc:mve:journl:v:34:y:2008:i:1:p:21-34
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    Cited by:

    1. Islam, Shahidul & Manaloor, Varghese, 2011. "Teaching introductory economics to students of different majors: Challenges and opportunities," MPRA Paper 107277, University Library of Munich, Germany, revised 2011.
    2. Gerald Eisenkopf & Pascal A. Sulser, 2016. "Randomized controlled trial of teaching methods: Do classroom experiments improve economic education in high schools?," The Journal of Economic Education, Taylor & Francis Journals, vol. 47(3), pages 211-225, July.

    More about this item

    JEL classification:

    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate

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