 Endogenous Knowledge Growth: An Empirical StudyTin-Chun Lin
Journal of Economic Insight, 2013, vol. 39, issue 2, 57-75 Abstract: This paper explores factors that contribute to growth in undergraduate knowledge of economics. An endogenous growth empirical model was applied to estimate students’ knowledge growth. Sources of knowledge growth were extracted to identify each factor’s contribution. Analysis indicated that in-classroom factors (instructional skill and attendance) accounted for over 50% of knowledge growth. A complementarity test showed that in- and out-of-classroom efforts were not crowding out each other; moreover, instructional skill/progress and in-classroom efforts were complementary—the more frequently the student attended class, the greater the effect of the instructor’s instructional skills on student progress. Findings implied the importance of traditional classroom learning. In addition to offering online classes to raise enrollments and revenues, school authorities should be aware of the contribution and importance of traditional face-to-face classes and continue to improve the quality of traditional classroom learning. JEL-codes: A20 A22 C30 I20 I21 (search for similar items in EconPapers) There are no downloads for this item, see the EconPapers FAQ for hints about obtaining it. Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:mve:journl:v:39:y:2013:i:2:p:57-75 Access Statistics for this article Journal of Economic Insight is currently edited by Christopher Douglas and Joshua Lewer More articles in Journal of Economic Insight from Missouri Valley Economic Association Contact information at EDIRC. |
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