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The High Costs of Large Enrollment Classes: Can Cooperative Learning Help?

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  • Tisha L. N. Emerson

    (Baylor University)

  • Linda K. English

    (Baylor University)

  • KimMarie McGoldrick

    (University of Richmond)

Abstract

We examine the potential for cooperative learning activities to offset costs of large enrollment courses. We use a quasi-experimental research design to examine achievement and course perceptions in small and large enrollment sections of microeconomic principles. While large enrollment sections attain lower levels of achievement (measured by course score) than those with smaller enrollments, this effect is partially mitigated by use of cooperative learning. Furthermore, while students in large enrollment sections report lower levels of satisfaction and learning than students in smaller-sized classes, the use of cooperative learning eliminates the negative effects of increased class size on student perceptions.

Suggested Citation

  • Tisha L. N. Emerson & Linda K. English & KimMarie McGoldrick, 2018. "The High Costs of Large Enrollment Classes: Can Cooperative Learning Help?," Eastern Economic Journal, Palgrave Macmillan;Eastern Economic Association, vol. 44(3), pages 455-474, June.
    • Handle: RePEc:pal:easeco:v:44:y:2018:i:3:d:10.1057_s41302-017-0093-2
    DOI: 10.1057/s41302-017-0093-2
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    Cited by:

    1. Jennjou Chen & Tsui-Fang Lin, 2020. "Do Cooperative-Based Learning Groups Help Students Learn Microeconomics?," SAGE Open, , vol. 10(3), pages 21582440209, July.
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    3. Martinez, Gabriel X., 2023. "Studying like a nerd: Spacing, self-testing, and explanatory questioning in principles of microeconomics," International Review of Economics Education, Elsevier, vol. 44(C).

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