An Anecdotal Comparison of Three Teaching Methods Used in the Presentation of Microeconomics

Barnes, Deborah Lynn; Blevins, Dallas R.
June 2004
Educational Research Quarterly;Jun2004, Vol. 27 Issue 4, p41
Academic Journal
This article reports a judgment sampling of microeconomics student scores. The material was presented in three distinctive, independent sets: (1) discussion, exclusively, (2) lecture, exclusively and (3) lecture with embedded discussion. The hypothesis was that the discussion method would produce superior examination scores. The education researcher believed the hypothesis would be supported. The business researcher believed the hypothesis would not be supported. In fact, the business researcher believed the discussion method would provide the least favorable results. The evidence supports the hypothesis. The specific implication, if confirmed by statistical sampling means that the business professor will change his method of instruction. A more generic implication would be that the teacher of other adult students, from middle school upward, might consider doing the same.


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