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An Empirical Examination of the Roles of Ability and Gender in Collaborative Homework Assignments

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  • Jeffrey Parker

Abstract

The author investigates how ability and gender affect grades on homework projects performed by assigned pairs of students in an undergraduate macroeconomics course. The assignment grade is found to depend on the ability of both students, and the relative importance of the stronger and weaker student differs in predictable ways depending on the kind of assignment. Male-male pairs earn lower grades than male-female or female-female pairs, controlling for the measured ability of the students.

Suggested Citation

  • Jeffrey Parker, 2010. "An Empirical Examination of the Roles of Ability and Gender in Collaborative Homework Assignments," The Journal of Economic Education, Taylor & Francis Journals, vol. 41(1), pages 15-30, January.
    • Handle: RePEc:taf:jeduce:v:41:y:2010:i:1:p:15-30
    DOI: 10.1080/01615440903382177
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    References listed on IDEAS

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    1. William E. Becker & Michael Watts, 2001. "Teaching Economics at the Start of the 21st Century: Still Chalk-and-Talk," American Economic Review, American Economic Association, vol. 91(2), pages 446-451, May.
    2. William E. Becker & Michael Watts (ed.), 1998. "Teaching Economics to Undergraduates," Books, Edward Elgar Publishing, number 1643.
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    Cited by:

    1. Hadsell, Lester, 2020. "Not for want of trying: Effort and Success of women in principles of microeconomics," International Review of Economics Education, Elsevier, vol. 35(C).
    2. Carlos Cortinhas, 2017. "Does formative feedback help or hinder students? An empirical investigation," Discussion Papers 1701, University of Exeter, Department of Economics.
    3. Jeffrey Parker, 2012. "Does Living Near Classmates Help Introductory Economics Students Get Better Grades?," The Journal of Economic Education, Taylor & Francis Journals, vol. 43(2), pages 149-164, April.
    4. repec:eee:ireced:v:31:y:2019:i:c:p:- is not listed on IDEAS

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