Changing the tutorial experience in introductory economics

W. Robert, J. Alexander and R. Stuart McDougall

New Zealand Economic Papers, 2003, vol. 37, issue 2, 269-283

Abstract: It had been apparent to teaching staff of our department for some time that the tutorial system in place for large introductory-level classes was not functioning optimally. Tutorials were re-designed around problem solving and applications of theory, undertaken by students in small groups. Assessment was also re-designed in keeping with the changed course emphasis. In evaluating the success or otherwise of this change in approach, we used both qualitative and quantitative techniques. The qualitative responses of both students and tutors were very positive. Quantitative evidence of improved outcomes is harder to adduce, but we did find sufficient evidence to encourage colleagues to extend the changes to other large classes.

Date: 2003
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
http://www.tandfonline.com/doi/abs/10.1080/00779950309544387 (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:nzecpp:v:37:y:2003:i:2:p:269-283

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/RNZP20

DOI: 10.1080/00779950309544387

Access Statistics for this article

New Zealand Economic Papers is currently edited by Dennis Wesselbaum

More articles in New Zealand Economic Papers from Taylor & Francis Journals
Bibliographic data for series maintained by ().