Abstract
Economics is usually perceived as a difficult subject among undergraduate students and the literature suggests that the student’s problems with principles of economics are mainly related to the chalk and talk type of teaching, the simplicity of economic models, limited discussions on current economic issues, and on race, gender, and other types of diversity. In previous investigations we tried to shed some light on this debate by asking directly students for their opinions on the way introductory economics is taught. In this paper we extend our previous studies, by using a larger sample and by distinguishing between the good students and the rest in order to see whether quality considerations play an important role in the results.
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