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Building an Economic Theoretical Framework to Link Quizzes, Effort Investment, and Learning Outcomes

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  • Tin-Chun Lin

    (Indiana University - Northwest)

Abstract

Using an economic theory (theory of producer choice), a basic theoretical model is constructed to illustrate how and why quizzes can affect a student’s behavior in effort-investment and learning outcomes. The theoretical evidence demonstrated that quizzes can improve students’ exam performance and enhance their investment in effort, and that unannounced-quizzes may most likely increase student in-class effort relative to announced-quizzes; while announced-quizzes may most likely enhance student out-of-class effort relative to unannounced-quizzes. In addition, this study looks at how different types of quizzes may serve as different effective instructional methods for student learning, and seeks to explain why student efforts are suboptimal absent a quiz. More importantly, this study frames an economic theoretical background for quizzes, which can be useful in constructing empirical models for further investigations of this issue.

Suggested Citation

  • Tin-Chun Lin, 2017. "Building an Economic Theoretical Framework to Link Quizzes, Effort Investment, and Learning Outcomes," Journal of Economic Insight, Missouri Valley Economic Association, vol. 43(1), pages 19-45.
    • Handle: RePEc:mve:journl:v:43:y:2017:i:1:p:19-45
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    More about this item

    JEL classification:

    • A20 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - General
    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
    • D20 - Microeconomics - - Production and Organizations - - - General
    • D21 - Microeconomics - - Production and Organizations - - - Firm Behavior: Theory
    • I20 - Health, Education, and Welfare - - Education - - - General

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