The Effect of Classroom Games on Student Learning and Instructor Evaluations

Richard Cebula () and Michael Toma

MPRA Paper from University Library of Munich, Germany

Abstract: Assuming that instructors of economics are utility maximizers, they may find it useful to engage in classroom behavior that is likely to generate favorable outcomes with respect to student course evaluations. This is especially true if student course evaluations are used in assessing teaching effectiveness for tenure, promotion, and salary decisions. In this paper, we present evidence that the use of a classroom gaming exercise can raise instructor evaluations and also enhance student learning outcomes. The tests are conducted in a framework that indirectly controls for grade inflation and considers student attendance and grade expectations as other sources of influence on instructor evaluation ratings.

Keywords: economic education; classroom games; course evaluations; student learning (search for similar items in EconPapers)
JEL-codes: A22 A23 D10 D70 (search for similar items in EconPapers)
Date: 2000-11-30
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

Published in Journal of Economics and Finance Education 2.1(2002): pp. 1-10

Downloads: (external link)
https://mpra.ub.uni-muenchen.de/53125/1/MPRA_paper_53125.pdf original version (application/pdf)

Related works:
Working Paper: The Effect of Classroom Games on Student Learning and Instructor Evaluations (2000)
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:pra:mprapa:53125

Access Statistics for this paper

More papers in MPRA Paper from University Library of Munich, Germany Ludwigstraße 33, D-80539 Munich, Germany. Contact information at EDIRC.
Bibliographic data for series maintained by Joachim Winter ().