Abstract
The authors examined the role of problem sets on student learning in university microeconomics. A total of 126 students participated in the study in consecutive years. independent samples t test showed that students who were not given answer keys outperformed students who were given answer keys. Multiple regression analysis showed that, along with pre-GPA and student major, a problem set with or without answer key significantly explained student learning in economics. The authors discuss the role of answer keys and implications for teaching university economics courses.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 185-192 |
| Number of pages | 8 |
| Journal | Journal of Education for Business |
| Volume | 87 |
| Issue number | 3 |
| DOIs | |
| State | Published - Jan 1 2012 |
| Externally published | Yes |
Keywords
- microeconomics
- problem sets
- student evaluation
- student learning
ASJC Scopus subject areas
- Education
- Business, Management and Accounting (miscellaneous)