Comparing Student Performance Using Cooperative Learning

Daniel R. Marburger ()
Additional contact information
Daniel R. Marburger: Arkansas State University

International Review of Economic Education, 2005, vol. 4, issue 1, 46-57

Abstract: The purpose of this paper is to investigate empirically student performance in principles of microeconomics classes taught via co-operative learning versus the traditional lecture. In a fall semester, I taught one cohort of micro principles students as a traditional lecture, while presenting the course content to the other cohort via co-operative learning. A major distinction between this study and previous empirical works is that co-operative learning did not serve as a supplement to the traditional lecture. Rather, co-operative learning exercises essentially replaced the traditional lecture. The evidence reveals that whereas performance on multiple choice exams was fairly comparable, students who were enrolled in the co-operative learning class were better able to apply theory on a project that required a higher level of economic reasoning than those who learned the course content through the lecture.

Date: 2005
References: Add references at CitEc
Citations: View citations in EconPapers (12)

Downloads: (external link)
https://www.economicsnetwork.ac.uk/iree/i4/marburger.htm (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:che:ireepp:v:4:y:2005:i:1:p:46-57

Ordering information: This journal article can be ordered from

Access Statistics for this article

More articles in International Review of Economic Education from Economics Network, University of Bristol University of Bristol, BS8 1HH, United Kingdom. Contact information at EDIRC.
Bibliographic data for series maintained by Martin Poulter ().