Comparing Student Performance Using Cooperative Learning
Daniel R. Marburger ()
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Daniel R. Marburger: Arkansas State University
International Review of Economic Education, 2005, vol. 4, issue 1, 46-57
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.
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Persistent link: https://EconPapers.repec.org/RePEc:che:ireepp:v:4:y:2005:i:1:p:46-57
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