The Effects of Remedial Mathematics on the Learning of Economics: Evidence from a Natural Experiment

Lagerlöf, Johan N. M.; Seltzer, Andrew

doi:10.3200/jece.40.2.115-137

Cited by 44 publications

(42 citation statements)

References 12 publications

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“…Not only are our findings in line with those of a recent study by Lagerlöf and Seltzer (), which is based on data from another UK HEI, but they also complement each other. Remediation does not seem to work either in a post‐1992 university or in a pre‐1992 university.…”

Section: Discussionsupporting

confidence: 92%

The Short‐term Effectiveness of a Remedial Mathematics Course: Evidence from a UK University

Pietro

2013

The Manchester School

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. Evidence from a UK University * Whilst in the US there is a growing debate about the effectiveness of remedial university courses, this issue is less questioned in the UK. Using a regression discontinuity approach and data from a large School of a post-1992 UK university, we estimate the effect of remediation on student outcomes. We find no evidence that attending a math remedial program improves student performance in the first year. This finding is consistent and complements that of a recent study by Lagerlöf and Seltzer (2009), which is based on data from a pre-1992 UK university. Taken together, these results may call for a review of the remediation policy offered at university level in the UK.JEL Classification: A22, I20

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Section: Discussionsupporting

confidence: 92%

The Short‐term Effectiveness of a Remedial Mathematics Course: Evidence from a UK University

Pietro

2013

The Manchester School

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“…In the literature there is also no uniform picture of the effect that preparatory courses have. Whilst Lagerlöf andSeltzer (2009) or Di Pietro (2012), among others, have found that preparatory courses have no positive effect or only a minor one, other researchers such as Espey (1997), Ballard and Johnson (2004) as well as Engelbrecht (1997) have seen significantly more positive effects. This inconsistent picture may be due to the fact that individual courses must be regarded seperately, as the examination of the different degree programmes in Kassel has shown.…”

Section: Summary and Discussion Of The Resultsmentioning

confidence: 99%

“…By some they are judged to have only a very minor effect while by others a significantly larger one (cf. Lagerlöf and Seltzer 2009;Ballard and Johnson 2004).…”

Section: Introductionmentioning

confidence: 99%

Is there a link between Preparatory Course Attendance and Academic Success? A Case Study of Degree Programmes in Electrical Engineering and Computer Science

Greefrath

Koepf

Neugebauer

2016

Int. J. Res. Undergrad. Math. Ed.

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In recent years, universities have been increasingly complaining that the basic mathematics skills of new students barely satisfy the requirements of many degree courses. They criticise the high dropout rates, especially in mathematics and natural sciences degrees, and link them to the lack of basic skills of university entrants. Many universities are reacting to this problem by setting up or reorganising preparatory courses in subjects with mathematical content. School knowledge in mathematics is usually repeated in these preparatory courses. The orientation of these preparatory courses is, however, very heterogeneous and ranges from the teaching of skills to development of general competences. The type of preparatory course (e-learning or classroom based course) also varies. The effect of such preparatory courses is being examined at many universities via preliminary tests and follow-up tests. Using Kassel University as an example, we are examining the possible correlations between the examination results in maths, attendance of a preparatory course and the test results at the start of the course. We are also looking at whether correlations between the type of preparatory course, classroom-based or e-learning, and the exam results can be Int.

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“…Below we will briefly discuss three of these studies: Pozo and Stull (2006), Bettinger andLong (2009), andLagerlöf andSeltzer (2009). As far as we are aware, these three studies are the only ones in the literature that convincingly, or reasonably convincingly, identify the causal effect of taking a remedial math course on the learning of economics.…”

Section: Effects Of Remedial Mathematics On the Learning Of Economicsmentioning

confidence: 99%

“…Nevertheless, there is a small literature that has been able to use experimental or quasi-experimental methods (see Angrist and Pischke 2008, for a useful discussion of quasi-experimental methods) to examine Effects of Remedial Mathematics on the Learning of Economics E 1091 the effects of random differences in the probability of being assigned to study remedial mathematics on student performance in economics courses. Below we will briefly discuss three of these studies: Pozo and Stull (2006), Bettinger andLong (2009), andLagerlöf andSeltzer (2009). As far as we are aware, these three studies are the only ones in the literature that convincingly, or reasonably convincingly, identify the causal effect of taking a remedial math course on the learning of economics.…”

Section: Effects Of Remedial Mathematics On the Learning Of Economicsmentioning

confidence: 99%

Exemplar Learning and Schematization in Language Development

SpringerReference

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Early Maladaptive SchemasSchemas are cognitive knowledge structures that serve to consistently bias our interpretations of events. Some of these schemas are derived early in the developmental process, and some of these early schemas provide maladaptive interpretations of events. In other words, some of these schemas typically lead to distorted preconceptions, invalid assumptions, and unrealistic goals and expectations. DefinitionSchemas are cognitive knowledge structures that affect the ways in which we select, interpret, organize, and evaluate life experiences. Some of these schemas are developed at a young age. It is these "early schemas" that tend to be especially pervasive, rigid, stable, and enduring. Obviously, not all of these early schemas are healthy and constructive; some of them are maladaptive. Young (1999) has asserted that these Early Maladaptive Schemas fall into five clusters: (a) a sense of interpersonal disconnection and rejection, (b) a concern for one's personal autonomy, (c) an impaired ability to stay within realistic personal limits, (d) an inability to consistently express one's personal needs, wants, and desires, and (e) an excessive concern about mistakes, resulting in overvigilance to potential mistakes and inhibitions to spontaneous behaviors. Each of these Early Maladaptive Schema clusters play crucial roles in the selection of incoming psychological information, the interpretation of that information, the guiding of future behavior deriving from that information, and the storage of the resulting psychological knowledge in memory. Theoretical BackgroundFor over a century, psychologists have argued that numerous parental behaviors have wide-ranging and significant influence on the thoughts, behaviors, and emotions of children (Maccoby 2007). While the theories explaining this relationship have shifted historically with the psychological paradigm of the time, the conviction has remained that parenting behaviors influence many aspects of children's internal and external lives. Within this context, Piaget (1954) and Bowlby (1980) were instrumental in the seminal suggestions that internal working models of reality are actively generated by children (even at a relatively young age), and that parental practices often contribute in significant ways to the development of these schemas. These theorists went on to assert that the resulting schemas then serve as an organizational framework for the ways in which children make sense of their myriad experiences (sometimes well into their adult years).One parenting practice that has a particularly strong link to maladaptive outcomes for children and N. Seel (ed.), Encyclopedia of the Sciences of Learning, DOI 10.1007/978-1-4419-1428-6, # Springer Science+Business Media, LLC 2012 adolescents is authoritarian parenting, in which parents attempt to exercise rigid control over their children with little use of reasoning and rare occasions of parent-child rational give-and-take. Authoritarian parenting is predictive of numerous maladaptive develo...

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The Effects of Remedial Mathematics on the Learning of Economics: Evidence from a Natural Experiment

Cited by 44 publications

References 12 publications

The Short‐term Effectiveness of a Remedial Mathematics Course: Evidence from a UK University

The Short‐term Effectiveness of a Remedial Mathematics Course: Evidence from a UK University

Is there a link between Preparatory Course Attendance and Academic Success? A Case Study of Degree Programmes in Electrical Engineering and Computer Science

Exemplar Learning and Schematization in Language Development

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