Abstract
In this study, the authors employed a quasi‐experimental research design to examine the efficacy of a cooperative learning pedagogy (i.e., think‐pair‐share exercises) integrated into sections of microeconomic principles. Materials, exercises, and assessment instruments for all study sections are identical except for the nature of the problem‐solving process used for in‐class practice problems. The results suggest that the treatment group of students engaging in think‐pair‐share problem‐solving exercises performed no better on the Test of Understanding in College Economics (Saunders 1991) or overall course scores than students in a control group engaging in independent, in‐class, problem solving. Similarly, no differences on measures of student interest, attitudes toward the subject, or other perceptions of the course or instructor emerge between the treatment and control groups.
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