Teaching Them before We Teach

The Effectiveness of Conducting Classroom Experiments before Teaching the Underlying Theory

Raymond LI, Tina Wong

Research output: Contribution to journalArticle

1 Downloads (Pure)

Abstract

This study examines the effectiveness of classroom experiments conducted before the relevant theories were taught. The experiments were used to provide students with first-hand experience of decision-making under various rivalry settings and to demonstrate several key predictions of oligopoly models. Statistical methods were used to analyze the effectiveness of these experiments in helping students master the concepts covered by the experiments. In general, students had a positive experience in the process and they found the experiments useful in stimulating their interest and helping improve their understanding of the relevant theories. Statistically, students who took part in the experiments performed significantly better in an exam question on oligopoly markets.
Original languageEnglish
Pages (from-to)79-92
Number of pages14
JournalIAFOR Journal of Education
Volume6
Issue number3
DOIs
Publication statusPublished - 2018
Externally publishedYes

Fingerprint

students
education
conduction
decision making
predictions

Cite this

@article{a8dca50c67c84bf9a35aea5bb139e9d1,
title = "Teaching Them before We Teach: The Effectiveness of Conducting Classroom Experiments before Teaching the Underlying Theory",
abstract = "This study examines the effectiveness of classroom experiments conducted before the relevant theories were taught. The experiments were used to provide students with first-hand experience of decision-making under various rivalry settings and to demonstrate several key predictions of oligopoly models. Statistical methods were used to analyze the effectiveness of these experiments in helping students master the concepts covered by the experiments. In general, students had a positive experience in the process and they found the experiments useful in stimulating their interest and helping improve their understanding of the relevant theories. Statistically, students who took part in the experiments performed significantly better in an exam question on oligopoly markets.",
keywords = "economics education, classroom experiments, prior knowledge, decision making, oligopoly model, treatment-effect model",
author = "Raymond LI and Tina Wong",
year = "2018",
doi = "10.22492/ije.6.3.05",
language = "English",
volume = "6",
pages = "79--92",
journal = "IAFOR Journal of Education",
issn = "2187-0594",
number = "3",

}

TY - JOUR

T1 - Teaching Them before We Teach

T2 - The Effectiveness of Conducting Classroom Experiments before Teaching the Underlying Theory

AU - LI, Raymond

AU - Wong, Tina

PY - 2018

Y1 - 2018

N2 - This study examines the effectiveness of classroom experiments conducted before the relevant theories were taught. The experiments were used to provide students with first-hand experience of decision-making under various rivalry settings and to demonstrate several key predictions of oligopoly models. Statistical methods were used to analyze the effectiveness of these experiments in helping students master the concepts covered by the experiments. In general, students had a positive experience in the process and they found the experiments useful in stimulating their interest and helping improve their understanding of the relevant theories. Statistically, students who took part in the experiments performed significantly better in an exam question on oligopoly markets.

AB - This study examines the effectiveness of classroom experiments conducted before the relevant theories were taught. The experiments were used to provide students with first-hand experience of decision-making under various rivalry settings and to demonstrate several key predictions of oligopoly models. Statistical methods were used to analyze the effectiveness of these experiments in helping students master the concepts covered by the experiments. In general, students had a positive experience in the process and they found the experiments useful in stimulating their interest and helping improve their understanding of the relevant theories. Statistically, students who took part in the experiments performed significantly better in an exam question on oligopoly markets.

KW - economics education

KW - classroom experiments

KW - prior knowledge

KW - decision making

KW - oligopoly model

KW - treatment-effect model

U2 - 10.22492/ije.6.3.05

DO - 10.22492/ije.6.3.05

M3 - Article

VL - 6

SP - 79

EP - 92

JO - IAFOR Journal of Education

JF - IAFOR Journal of Education

SN - 2187-0594

IS - 3

ER -