This paper uses OLS regression analysis to examine the effect of student characteristics on performance in Introductory Microeconomics at five South African universities. No consistent race-effects were found, but Indian students performed significantly worse than Whites at historically-White universities. Male students outperformed females in general. Older students did better at the historically-White institutions only. At one university, Black students who speak English as their home language outperformed those who are non-English speakers. Students who devoted more time to study outside formal classes did better in general. Greater verbal and mathematical ability had large and significant positive effects on student achievement. Copyright (c) 2006 The Author. Journal compilation (c) 2006 Economic Society of South Africa.
Sample selectivity bias arises in the estimation of education production functions when the process of selecting the sample is not independent of the value of the dependent variable. In this study, the dependent variable was a student's retention of microeconomics knowledge after a period of 6 weeks following the final examination. Potential sampling bias arises from a student's decision to participate or not to participate in the research. Results obtained from the Heckman selection model indicated minor sampling bias. Student ability and the male dominance in economics performance were overestimated in the OLS model. Student effort was underestimated. Copyright (c) 2007 The Author. Journal compilation (c) 2007 Economic Society of South Africa.
In an era of unprecedented curriculum change it is not surprising that many South African teachers have begun to question their ability to affect learner performance. Teachers have to engage with a changing learner culture, with new curriculum content and are under pressure to embrace different teaching strategies without fully under-
The Equality of Educational Opportunity survey (aka the Coleman Report), published in 1966 in the USA, is arguably the fountainhead of the debate promulgated within the economics of education and allied disciplines concerning the efficacy of schooling. The debate was largely due to the primary conclusion of the Coleman Report that school inputs (other than student demographics) explain little, if any, of the variance in student performance, with the implication that more money was not the solution to educational problems. While the methodology and the conclusions of the Coleman Report have been criticised in the 40 years since its publication, the fundamental question of the magnitude and extent of the consequences of educational inequalities has relevance to the South African situation. Utilising a cross-sectional data set drawn from three universities, and the theoretical framework of an education production function, this paper addresses the issue of whether, over a decade after the first democratic elections in South Africa, black, Indian and coloured students studying Introductory Microeconomics, have benefited academically from attending historically advantaged ("i.e." white) universities (HAU) relative to their counterparts who are attending historically disadvantaged universities (HDU). Copyright (c) 2010 The Author. Journal compilation (c) 2010 Economic Society of South Africa.
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