Performance and Attitudinal Effects of a Computer Laboratory in the Principles of Economics Course

Abstract

This study presents the results of a controlled experiment testing the effect of a computer laboratory on student performance and attitudes in an introductory college economics course. The authors develop a two-stage, ordered-probit model to examine the simultaneous determination of performance and attitude formation. The empirical results indicate the lab course significantly improved course performance for students at either end of the grade distribution. The lab was not found to significantly improve student attitudes toward the discipline. Keywords: economics, CAI, laboratory, learning, attitudes.

Essay versus Multiple Choice Exams; An Experiment in the Principles of Macroeconomics Course

“…The insignificance of WORK is consistent with Ray and Grimes [1992] but con trary to Paul [1982] who finds it to be significant and negatively related to achievement. The insignif icance of GS is contrary to Ray and Grimes [1992] who find it to be positive and significant.11…”

“…PreATE, GEND, WORK, and GS are not found to be significant determinants of achievement. The insignificance of PreATE is contrary to Ray and Grimes [1992] who find it to be positive and signif icant. The insignificance of GEND is consistent with Becker, Powers, and Saunders [1997], Dou glas and Sulock [1995], and Maxwell and Lopus…”

“…Siegfried and Walstad [1990] argue that the evidence indicates a non simultaneous relationship; "In other words, attitudes towards economics may be a product of what students learn rather than a determinant of what they learn." In a more recent paper Ray and Grimes [1992] present evidence in support of simultaneity; but their estimations do not include correction for self-selection bias and are thus suspect. The formulation here follows Siegfried and Walstad [1990] in that simultane ity is not explored.…”

“…(2) ACHIEVEMENT = a + b, PreTUCE + b2 PreATE + b3 GEND + (3) ATTITUDE = a + b{ PreATE + b2 GEND + b3AGE + b4RQRD + b5 EGRADE + b6 The specification of Equation 3is based upon Ray and Grimes [1992]. They use Pre ATE, GEND, AGE, RQRD, EGRADE, and AGRADE and find all but AGE to be significant; with PreATE, RQRD, and AGRADE positively related to attitude while GEND and EGRADE are negatively related to atti tude.…”

Effectiveness of Computer Technology in the Social Studies

“…Compared to controls, the experimental group demonstrated greater development of creative thinking skills and improved their attitudes toward the content area. Ray and Grimes (1992) studied the combined impact of simulations and tutorial programs and determined that computer-assisted instruction was an effective medium for providing enrichment for high achieving students and remediating lower achieving students. Conversely, no significant effect on average students' performance was noted; and, in contrast to other studies supporting the computers' positive effects on student motivation, Ray and Grimes did not confirm significant changes in students' attitudes toward the content area.…”