Article2014

A Survey of Principles Instructors: Why Lecture Prevails

132 citations0/0 files storedThe Journal of Economic Education

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Innovative Teaching Methodologies in Social Sciences Evaluation of Teaching Practices Innovative Teaching Methods

Abstract

For many years, surveys have shown that lecture is the dominant method for teaching principles of economics (Watts and Schaur 2011; Watts and Becker 2008; Becker and Watts 1996, 2001a, b). The authors confirm this and augment it by asking why principles instructors teach the way they do. The respondents, 340 principles instructors at the 2012 Allied Social Science Associations (ASSA) conference, group into thirds: one-third saying that students learn best from lecture; another third reporting that students do not learn best from lecture, but it is cost-effective; and the rest answering that students do not learn best from lecture, so alternatives are preferred. Lecture advocates often cite the inputs and costs of teaching while advocates of alternatives often cite student outcomes.

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References

2014Active learning increases student performance in science, engineering, and mathematics 2004Does Active Learning Work? A Review of the Research 1998Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses 2000Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment 2006Active Learning: Cooperation in the College Classroom 1999Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis 1994Teaching Tips: Strategies, Research, and Theory for College and University Teachers 2011Improved Learning in a Large-Enrollment Physics Class

Cited by

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