Abstract
This paper reports a controlled experiment investigating the instructional effectiveness of a textbook-based microcomputer simulation program in the traditional Principles of Economics course. A group of economics students at Mississippi State University were required to work through a macroeconomic policy simulation program as part of their course of study. These students were pre- and post-tested using the Revised Test of Understanding College Economics and the Attitude Towards Economics dimension of the Survey of Economic Attitudes. Changes in their test scores are compared to those of students in a traditional lecture class not exposed to the simulation program. A MANOVA analysis of the data indicates a difference in economic learning and attitude formation between the class groups. The results suggest that students using the computer simulation significantly improved their ability to solve implicitly stated problems in economics and left the class with more positive attitudes toward the discipline than students who did not use the simulation. The authors conclude that computerized simulations can be an effective instructional device in the Principles of Economics course.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
