Classroom Experiments: Is More More?

Tisha L. N. Emerson and Linda English

American Economic Review, 2016, vol. 106, issue 5, 363-67

Abstract: Studies have demonstrated that classroom experiments have a positive effect on student achievement in economics courses. Questions remain regarding the appropriate number of experiments. In the current study we attempt to determine whether more intensive use of classroom experiments is associated with greater student achievement. Our data contains variation in the number of experiments administered in a principles of microeconomics course. We find that participation in classroom experiments has a positive, but diminishing, marginal benefit on students' final course scores. We also find that classroom experiments can bridge some achievement gaps (between older and younger students, between whites and minorities).

JEL-codes: A22 I23 J15 (search for similar items in EconPapers)
Date: 2016
Note: DOI: 10.1257/aer.p20161054
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Citations: View citations in EconPapers (5)

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