Measuring economic competence of secondary school students in Germany

Abstract

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Economic Education at the Expense of Indoctrination? Evidence from Germany

“…We conduct a two-stage sampling procedure (stratified by degree of urbanization) with random selection of schools in the first stage and a random selection of one class per school at baseline (i.e., in 7 th grade) for each cohort. The number of sampled schools is adapted to the proportion of the relevant stratum in the whole population (i.e., the sampling probability is proportional to the size of the strata) (see also Kaiser et al 2020, Oberrauch and and we account for any remaining sample disproportionalities by including design weights defined as the inverse of the selection probability in our analyses. The survey was subsequently administered as a computer-based assessment during the regular school lessons and carefully supervised by the respective teachers.…”

How Gender and Primary Language Influence the Acquisition of Economic Knowledge of Secondary School Students in the United States and Germany

“…In both the US and Germany, gender has correlated with students' economic knowledge (for the US, see Asarta et al 2014; for Germany, see Förster and Happ 2019;Kaiser et al 2020). In most studies of economic knowledge, a gender gap favoring male students has been found (for the US, see Bayer and Wilcox 2019; for Germany, see Kaiser et al 2020;Jüttler and Schumann 2019;Schlax et al 2020).…”

“…In the literature, gender (Asarta et al 2014;Jackstadt and Grootaert 1980;Walstad and Robson 1997) and primary language (Walstad et al 2013) are repeatedly discussed as important factors influencing students' acquisition of economic knowledge in the US. These two personal characteristics are also discussed as relevant determinants of students' economic knowledge in Germany (Kaiser et al 2020;Schlax et al 2020). Although in some studies conducted at the college level a comparable test of economic knowledge has been employed in the US and Germany (Brückner et al 2015), no study has been conducted at the secondary school level using an adapted and, therefore, comparable test to analyze the influence of the two characteristics in both countries.…”

Development of economic competence of students at general grammar schools through a non-formal opportunity to learn with experts

“…In almost all studies, male subjects also perform better than their female colleagues (e.g. Beck, 1993;Förster and Happ, 2019;Gill and Gratton-Lavoie, 2011;Jüttler and Schumann, 2019;Kaiser et al, 2020;Kotte and Lietz, 1998;Lüdecke-Plümer and Sczesny, 1998;Müller et al, 2007;Schmidt et al, 2016;Soper and Walstad, 1987). One of the reasons for this can be attributed to the often-found gender-related differences in interest in economics (Beck and Wuttke, 2004;Ackermann and Siegfried, 2019;Förster and Happ, 2019;Jüttler and Schumann, 2019).…”