Using Writing to Enhance Student Learning in Undergraduate Economics
Document Type
Article
Digital Object Identifier (DOI)
10.1016/S1477-3880(15)30211-5
Journal Title
International Review of Economics Education
Publication Date
2003
Abstract
Traditionally, Principles of Economics has been taught as a lecture class. Recent literature on pedagogy suggests that students learn more from an ‘active learning’ approach, which engages students in ways that lectures often do not. One method of promoting active learning is to incorporate student writing in the Principles course. To test this hypothesis, I taught two sections of macroeconomic principles, which were identical except that one included a series of writing assignments, while the other did not. The examinations for both sections were the same. I assessed the experiment using several measures and concluded that the writing-augmented section showed greater learning.
Publisher Statement
The definitive article is available on the journal's website on the Elsevier platform.
Recommended Citation
Greenlaw, Steven A. 2003. “Using Writing to Enhance Student Learning in Undergraduate Economics.” International Review of Economics Education 1 (1): 61–70. https://doi.org/10.1016/S1477-3880(15)30211-5.
Comments
This article is freely available through the Economics Network website.