 The Impact of Student-Centered Teaching Strategies on Educational Attainment in Econometrics: Evidence From the UKImran Hussain Shah, Audrey Au Yong Lyn, Guillaume Maxence Augustin Morlet and Ladina Rageth SAGE Open, 2024, vol. 14, issue 2, 21582440241240844 Abstract: This paper investigates the impact of student-centered teaching strategies (SCTS) on the educational attainment of econometrics students, at a university based in the UK. Theoretical foundations underlying the usage of SCTS suggest that SCTS is better for students’ long-term recall, comprehension, problem-solving abilities and interest in the subject. Yet, most existing studies have only examined short-run outcomes, and none in technical social-science fields. We contribute to the literature by empirically analyzing whether SCTS affects the long-term learning outcomes for a STEM-related social-science subject like econometrics, by comparing the impact of SCTS with traditional teacher-centered strategies using a repeated cross-sectional sample spanning over four academic years. Our results provide robust evidence that SCTS is positively associated with students’ grades in the long run. Heterogeneity analyzes additionally indicate that female students and those in the upper quantiles of the grade-distribution disproportionately benefit more from SCTS. Keywords: student-centered teaching strategies; econometrics; student performance; international students; educational attainment (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:14:y:2024:i:2:p:21582440241240844 DOI: 10.1177/21582440241240844 Access Statistics for this article More articles in SAGE Open |
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