 Lecture vs. Lecture-less: A Meta-Analysis from Journal of Economic Education (1969 to 2016)Nürşen Albayrak Zanca
Journal of Economic Insight, 2017, vol. 43, issue 2, 69-93 Abstract: The objective of this paper is to provide empirical evidence on the relative effectiveness of lecture-less against traditional lecture style teaching in economics. The paper examines whether there is any systematic effect of using “lecture-less” experiments in economics teaching. The paper presents a meta-analysis of “lecture-less” teaching pedagogy in undergraduate principles of economics. The meta-analysis presented in this paper captures 47 years of published articles in innovative economic teaching pedagogies. The primary goal is to determine to what degree lecture-less experiments contribute to the learning of economics captured by test score performance. Can students learn economics with “lecture-less” better than traditional “chalk-and-talk” lecture? The meta-analysis demonstrates that the average effect size in comparing lecture-less (experiment group) vs. traditional lecture (control group) instruction does not exceed 0.2 (small effect). That is to say the main effects of lecture-less format in promoting greater economic understanding are not significant. JEL-codes: A20 A22 (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:43:y:2017:i:2:p:69-93 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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