Abstract
This study presents the results of a controlled experiment testing the effect of a computer laboratory on student performance and attitudes in an introductory college economics course. The authors develop a two-stage, ordered-probit model to examine the simultaneous determination of performance and attitude formation. The empirical results indicate the lab course significantly improved course performance for students at either end of the grade distribution. The lab was not found to significantly improve student attitudes toward the discipline. Keywords: economics, CAI, laboratory, learning, attitudes.
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