The Social Issues Pedagogy vs. the Traditional Principles of Economics: An Empirical Examination

Paul Grimes and Paul Nelson

GE, Growth, Math methods from University Library of Munich, Germany

Abstract: Standardized test (TUCE) scores for students enrolled in a Social Issues course were compared to those of students in traditional Principles of Economics courses within the framework of a standard educational production function. The production function was estimated using Heckman's two-step procedure to correct for self-selection due to student attrition over the course of study. After controlling for student demographics, prior experiences, and academic aptitude, no significant test score differences were found between students in the Social Issues course and those in the Principles of Macroeconomics. However, Social Issues students were found to score significantly below students in the Principles of Microeconomics, ceteris paribus. The results also indicate that students had a higher probability of completion in the Social Issues course relative to a theory oriented Principles course.

JEL-codes: A22 (search for similar items in EconPapers)
Pages: 20 pages
Date: 1995-10-27
Note: Approximately 20 pages, ASCII file, includes tables, Appendix available upon request
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Citations: View citations in EconPapers (3)

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Related works:
Journal Article: The Social Issues Pedagogy vs. The Traditional Principles of Economics: An Empirical Examination (1998)
Working Paper: The social issues pedagogy vs. the traditional principles of economics: an empirical examination (1998)
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