Assessments of the Educational Value of Web-Based Instructional Tools for Introductory Agricultural Economics

Abstract

A web site was designed and introduced to an introductory agricultural microeconomics course. The web site provided students with supplemental reviews, practice problems, self-tests, and a simulation exercise. A variety of quantitative assessments were conducted to determine whether the web site influenced student learning, perceptions, and motivation. Results indicate the web site provided small to modest educational benefits. I n many ways, instructors of principles of agricultural microeconomics face a unique set of instructional challenges. Economics operates at a level of abstraction that many students find difficult. Although applications and examples may be given in lecture or take-home assignments, many students express difficulty and frustration with linking abstract concepts to practical examples. Further, unlike other introductory college classes (biology, chemistry, English, mathematics), an introductory economics course is often the first exposure for many students to the subject matter of economics. Since economics is often a required course taken by nonmajors, student apathy adds to the challenge of teaching an abstract, difficult, and unfamiliar subject. Large class sizes in many introductory courses may compound these difficulties.Computer applications and delivery methods are frequently advocated as a means to stimulate student learning and interest. Studies have reported that

A Scoping Review on the Impact of Educational Technology in Agricultural Education

“…The results from studies conducted on online/web-based/distance education and virtual learning have found mixed results, ranging from positive [45][46][47] to negative [48][49][50] and even to no significantly different outcomes between the intervention and the control groups [51][52][53][54]. These results are indicative of the fact that there are several intervening variables that act as determining factors in the success of the educational technology deployed.…”

Knowledge retention, student learning, and blended course work: Evidence from principles of economics courses

“…Studies testing the effectiveness of web‐enhanced classes as compared to traditional classes in economics concluded that the web enhancements result in minimal temporary improvements. Stephenson et al () tested the benefits of adding a website with reviews, practice problems, self‐tests, and a simulation exercise to their introductory agricultural economics course and found slight improvements in final course grades for two of the three classes studied. More recently, Trost and Salehi‐Isfahani () tested the effects of online homework completion on test performance and found a modest positive effect on the midterm which decays to no effect on the final exam.…”