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Which Students Benefit from Graphs in a Principles of Economics Class?

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  • Cynthia D. Hill
  • Tesa Stegner

Abstract

Graphical analysis is a key tool used by economics professors, yet some students may not be at a cognitive level to benefit from a lecture replete with graphs. This paper addresses this issue by examining whether students with similar backgrounds, goals and/or characteristics have difficulty using graphs. Using survey data of principles of economics students, this paper finds that student grade point average and preference toward math and logic puzzles have a positive and significant relationship with answering a graphical question correctly. There are two other findings of particular interest. Contrary to other studies regarding the success in an economics class, this study finds no gender differences across students. Additionally, this paper finds that a student with a mother who has obtained a bachelor degree is more likely to answer a graphical question correctly than a student whose mother has not earned a degree.

Suggested Citation

  • Cynthia D. Hill & Tesa Stegner, 2003. "Which Students Benefit from Graphs in a Principles of Economics Class?," The American Economist, Sage Publications, vol. 47(2), pages 69-77, October.
    • Handle: RePEc:sae:amerec:v:47:y:2003:i:2:p:69-77
    DOI: 10.1177/056943450304700206
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    References listed on IDEAS

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    1. Elchanan Cohn & Sharon Cohn & Donald C. Balch & James Bradley, 2001. "Do Graphs Promote Learning in Principles of Economics?," The Journal of Economic Education, Taylor & Francis Journals, vol. 32(4), pages 299-310, January.
    2. Ann L. Owen & Elizabeth J. Jensen, 2000. "Why Are Women Such Reluctant Economists? Evidence from Liberal Arts Colleges," American Economic Review, American Economic Association, vol. 90(2), pages 466-470, May.
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    Cited by:

    1. Mary Ellen Benedict & John Hoag, 2011. "Factors Influencing Performance in Economics: Graphs and Quantitative Usage," Chapters, in: Gail M. Hoyt & KimMarie McGoldrick (ed.), International Handbook on Teaching and Learning Economics, chapter 31, Edward Elgar Publishing.

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