Cheap and Effective: The Impact of Student-Led Recitation Classes on Learning Outcomes in Introductory Economics

Wendy A. Stock, Kevin Ward, Justin Folsom, Teresa Borrenpohl, Sophie Mumford, Zach Pershin, Danielle Carriere and Heather Smart

The Journal of Economic Education, 2013, vol. 44, issue 1, 1-16

Abstract: The authors examine the impacts of enrollment in a voluntary one-credit recitation class for ECON 101 students, focusing on course grades, course retention, and outcomes in later economics courses. The recitation classes were taught by undergraduate peer leaders with experience in upper-level microeconomics. Instead of being paid, the peer leaders enrolled in a three-credit course focused on examining research on economics pedagogy. After controlling for students’ academic, demographic, and work-related characteristics, the authors’ estimates indicate that recitation class students earned higher final grades than their ECON 101 counterparts. Additionally, although they were weaker students based on their ACT scores, those who enrolled in the recitation class were no more likely to drop ECON 101 than their counterparts who did not enroll in the recitation class.

Date: 2013
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DOI: 10.1080/00220485.2013.740368

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