Abstract
The economics literature is replete with articles that discuss the role of computers in teaching economics. Some articles describe software packages[1,2]. Some articles discuss how computers can be used to attain various educational goals[3]. Other articles critique software and offer guidance for the selection of the best packages[4]. Each of these articles promotes computers as a pedagogical tool to enhance students' learning. In this paper, findings from the second part of a two-part experiment in the use of computers in Principles of Economics course sequence are presented. Contrary to expectations, these empirical results demonstrate that student use of this particular software package resulted in no significant difference in student performance in the Principles of Microeconomics course. This paper consists of three sections. A brief discussion of the role of computer assisted instruction in teaching economics and a survey of the literature begins Section 1, which concludes with a description of the experiment. Section 2 presents empirical findings. Concluding remarks follow in Section 3.
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