Do Graphs Promote Learning in Principles of Economics?

Elchanan Cohn, Sharon Cohn, Donald C. Balch and James Bradley

The Journal of Economic Education, 2001, vol. 32, issue 4, 299-310

Abstract: The authors tested whether student performance in the principles of economics course is affected by the use of graphs as part of a lecture. They conducted two experiments at the University of South Carolina, one in spring 1995 and another in spring 1997. Students were randomly assigned to either a nographs lecture or a lecture with graphs. The main hypothesis was that students in the lectures with graphs would show higher gain scores than those in the nograph lectures (both lectures were videotaped). The authors found that students in the lecture with graphs in 1995 had significantly lower gain scores than those in the no-graphs lecture. For 1997, they found no significant differences in student performance between the two groups.

Date: 2001
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (16)

Downloads: (external link)
http://hdl.handle.net/10.1080/00220480109596110 (text/html)
Access to full text is restricted to subscribers.

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:taf:jeduce:v:32:y:2001:i:4:p:299-310

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/VECE20

DOI: 10.1080/00220480109596110

Access Statistics for this article

The Journal of Economic Education is currently edited by William Walstad

More articles in The Journal of Economic Education from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().