Special Report: An Overview of Research in the Teaching of College Economics

Measuring Student Scholastic Effort: An Economic Theory of Learning Approach

“…The results indicate that the effort variable as defined in the learning theory model of Staaf and McKenzie (II J can be constructed and empirically tested. Although this study is only a pioneering effort in developing and testing a more complete model of learning behavior, the following statistical results are important: (I) employed students reveal less effort than nonworking students or than students who work fewer hours, (2) demographic factors such as the year in school or the sex of the student do not suggest any difference in effort revealed.…”

“…In recent years the number of studies dealing with the teaching of economics at the college or adult level has increased from about 240 in 1969 to over 700 by the spring of 1976 [ 2]. A large percentage of these studies have discussed either general course evaluations or the controlled evaluation of various teaching methods such as computer-assisted instruction , personalized methods of instruction , the use of audiovisual materials, etc.…”

Hierarchical Analysis of Learning Objectives in Economics

“…In recent years several social and economic educators have recommended the use of a systems approach to the development of instruction (Van Metre, 1976;Petre, 1975;Gillespie & Patrick, '1975;Massialas, 1976;Johnstone & Lewis, 1976;Mackey, et aI., 1977;Massialas & Hurst, 1978) and in the design of experiments in economic education (Allison, 1975;Dawson, 1976) and social education (Borg, 1970;Scriven, 1972;Weiss, 1972). Systems approaches involve several processes for the design of instruction including (1) stating the goals and objectives of instruction, (2) sequencing objectives in an order or hierarchy of skills, (3) developing instruments to measure student achievement of the objectives, (4) designing and implementing instructional materials and procedures, (5) measuring the results of instruction, (6) comparing preassessment and postassessment results to determing teaching/learning success, and (7) using these results to revise subsequent instruction (Popham & Baker, 1970;Dick & Carey, 1978).…”

Οι Οικονομικες Γνωσεις Στη Δευτεροβαθμια Εκπαιδευση. (Μια Αποτιμηση Στους Τελειοφοιτους Μαθητες Των Δημοσιων Λυκειων Της Μακεδονιας)

“…Προτείνει, μυο: δυο:δυ κο:ο•ία: γοα: ε^έταο'η, χρησομοποοώντο:ς ένο: πρασχέδαο κ α ι, μας δ ί ν ε t, π ο: ρ α: δ ε ί γ μ α χ ο: ε£ετο:στοκαύ υ λ ο κ ο ύ που μ π ο ρ ε ί ν α χρησιμοποιηθεί οχο: μαθήμαχα χων ou κανομυκών. Dawson (1976) Οι μελέτες των Weisbrod (1979) και Johnson (1979) (1) διαρθρωτικές εξιο'ώσεις και, θ'φάλμο:το: ο'τ ι ς μετο:βλητές, ( 2) περιορισμένες και, ποιοτικές εξαρτώμενες μεταβλητές, ( 3) παλυο•υγρο:μμικότητα: και, (4) ό:λλο: θέματα:. Siegfried και, , μία από τ ι, ς πιο βο:ο'ΐκές και σημαντικές μιελέτες για: τη πρώτη ερευνητική περίοδο της οικονομικής εκπο:ίδευο'ης (μέχρι το 1979-80) είνο:ι η μελέχη των Siegfried και Fels (1979).…”