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Cheap and Effective: The Impact of Student-Led Recitation Classes on Learning Outcomes in Introductory Economics

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  • Wendy A. Stock
  • Kevin Ward
  • Justin Folsom
  • Teresa Borrenpohl
  • Sophie Mumford
  • Zach Pershin
  • Danielle Carriere
  • Heather Smart

Abstract

The authors examine the impacts of enrollment in a voluntary one-credit recitation class for ECON 101 students, focusing on course grades, course retention, and outcomes in later economics courses. The recitation classes were taught by undergraduate peer leaders with experience in upper-level microeconomics. Instead of being paid, the peer leaders enrolled in a three-credit course focused on examining research on economics pedagogy. After controlling for students’ academic, demographic, and work-related characteristics, the authors’ estimates indicate that recitation class students earned higher final grades than their ECON 101 counterparts. Additionally, although they were weaker students based on their ACT scores, those who enrolled in the recitation class were no more likely to drop ECON 101 than their counterparts who did not enroll in the recitation class.

Suggested Citation

  • Wendy A. Stock & Kevin Ward & Justin Folsom & Teresa Borrenpohl & Sophie Mumford & Zach Pershin & Danielle Carriere & Heather Smart, 2013. "Cheap and Effective: The Impact of Student-Led Recitation Classes on Learning Outcomes in Introductory Economics," The Journal of Economic Education, Taylor & Francis Journals, vol. 44(1), pages 1-16, March.
    • Handle: RePEc:taf:jeduce:v:44:y:2013:i:1:p:1-16
    DOI: 10.1080/00220485.2013.740368
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    References listed on IDEAS

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    1. James J. Heckman & Hidehiko Ichimura & Petra E. Todd, 1997. "Matching As An Econometric Evaluation Estimator: Evidence from Evaluating a Job Training Programme," The Review of Economic Studies, Review of Economic Studies Ltd, vol. 64(4), pages 605-654.
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    Cited by:

    1. Ralf Becker & Maggy Fostier, 2015. "Evaluating non-compulsory educational interventions - the case of peer assisted study groups," Economics Discussion Paper Series 1509, Economics, The University of Manchester.
    2. Brown-Robertson, LaTanya & Nichols, Samantha, 2023. "Exploring an Undergraduate Learning Assistant (ULA) program’s impact on African American male student success," International Review of Economics Education, Elsevier, vol. 43(C).
    3. Cobb, Steven L. & McPherson, Michael A. & Molina, David J. & Quintanilla, John & Rasmussen, Elizabeth & Rous, Jeffrey J., 2018. "Teaching economics to the masses: The effects of student help centers on academic outcomes," International Review of Economics Education, Elsevier, vol. 27(C), pages 16-23.
    4. Tisha L. N. Emerson & KimMarie McGoldrick, 2023. "An investigation of unsuccessful performance and subsequent retake behavior in principles of economics," Southern Economic Journal, John Wiley & Sons, vol. 89(3), pages 986-1021, January.

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