Teaching Of Economics Research Articles

Diminishing Marginal Utility and the Teaching of Economics: A Note

This paper discusses how utility can be taught in undergraduate courses in microeconomics so that to illustrate total and marginal utility, the law of diminishing marginal utility, and consumer rationality. Diminishing marginal utility is essential in describing rational consumer behavior, overconsumption, and oversaturation to students of economics. We demonstrate a quadratic and a logarithmic total utility with the subsequent forms and shapes of marginal utility. From what it seems there is no contradiction between diminishing marginal utility in the univariate context of consuming one good and the indifference curve as the multivariate case of two goods consumed.

EKONOMI ISLAM DALAM PEMIKIRAN M. UMER CHAPRA DAN M. NEJATULLAH SIDDIQI

Islamic economics is the basis of Muslims in knowing the principles of sharia economic teachings based on the Qur'an and Hadith in the economic thought of M Nejatullah S and M Umer Chapra. The purpose of this study is to explain the economic thinking of M Nejatullah S and M Umer Chapra and their contribution to the country's economic system. This research is a type of historical research with library data sources. The results of this study indicate that the economic thinking of M Nejatullah Siddiqi related to sharia insurance or commonly called takaful is a new product that was born as a result of the rejection of conventional insurance which in its operations practices usury, maysir, and gharar. While Chapra's economic thinking is based on the concept of monotheism, caliphate, and justice, in its operations, Chapra divides this concept of caliphate into four main points, namely: universal brotherhood, resources as a mandate (resources are trusted), a simple lifestyle ( humble lifestyle), and human freedom.

Pengembangan Media Pembelajaran Menggunakan Microsoft Powerpoint Pada Mata Pelajaran Ekonomi Sebagai Alternatif Belajar Mandiri Dimasa Pandemi

This development was carried out to develop Economics Teaching Materials for Class X even semesters using Microsoft PowerPoint at MA Mu'allimat NWDI Pancor as an alternative for independent study during the pandemic that was valid and gave a positive response. The learning development model in this study uses the ADDIE development model, namely Analysis, Design, Development, Implementation, and Evaluation. However, in this study only up to the implementation stage. The research instrument used consisted of: (1) Media Validation Sheet, (2) Material Validation Sheet, (3) Teacher Assessment and Response Sheet, (4) Student Assessment and Response Sheet. The results showed that the feasibility level of learning media using Microsoft PowerPoint on economic subjects as an alternative for independent study during the pandemic was based on the assessment: 1) Material Experts obtained a total score of 68 in another word 80% which was included in the "Very Valid" category, 2) Media Experts obtained a total score of 46 0.0 in another word 92% which was included in the "Very Valid" category, 3) Economics Learning Practitioners (Teachers) give a total score of 111 in another word 88,8% which was included in the "Very Good" category. The students' response to this media when the trial was conducted on average showed a positive response by getting a percentage of 91.34% from the standard 61% as a whole. Thus the learning media using Microsoft PowerPoint is appropriate to be used as an alternative learning media in independent study, especially during the pandemic

Exploration and Practical Research on the Integration of Modeling Thought into Economics Teaching in Colleges and Universities

How to make students apply their theoretical knowledge to practice and complete the teaching objectives of macro and micro economics through economics teaching reform is a common concern of teachers majoring in economic management in many colleges and universities. Starting from the necessity and significance of modeling thought in economics teaching, this paper demonstrates the practical application of mathematical modeling in economics teaching, and puts forward the way of integrating modeling thought into economics teaching in Colleges and universities.

Theatrical readings as a means of learning economics

In this paper, we present the features and discuss the results of an innovative technique of teaching economics through theatrical readings, that is writing and staging plays addressing economic issues. We have applied this method to engage students, promoting the understanding of economic principles and encouraging critical reflection. Theatre is a powerful tool that favours the dissemination of economic issues, because it brings about an emotional involvement of the performers and the audience. Theatre allows emotions to improve learning; these are usually neglected in economics pedagogy. We have verified that theatrical readings represent a fruitful complement to the usual ‘chalk and talk’ lectures based on textbooks. Public readings in courses of Economics have given significant results in terms of students’ satisfaction and final marks, especially when the students’ experience encompasses writing plays and staging them. Students who participated in the activities of writing and staging economic plays have shown better knowledge of economic issues and have broadened their abilities in teamwork and public speaking. Moreover, another advantage of using theatre as a learning instrument is that it allows the performers and the audience to compare different visions in dialogical form. Finally, we explain how to introduce this pedagogical practice in courses by sharing our experience and presenting two scripts.

Educated or Indoctrinated? Remarks on the Influence of Economic Teaching on Students’ Attitudes Based on Evidence from the Public Good Game Experiment

Abstract Economic education is frequently blamed for negatively affecting students’ values and attitudes. Economists are reported as less cooperative, more self-interested, and more prone to free-riding. However, empirical evidence is inconclusive – certain studies support while others gainsay the so-called indoctrination hypothesis. We contribute to the discussion by running a Public Good Game (PGG) quasi-experiment. Working with economics and non-economics graduates (N = 206), we compared contributions to the common fund by representatives of both subsamples. Students’ contributions were then juxtaposed against the scores they achieved from the exam items, testing their command of game theory to detect the supposed influence of economic teaching. We hypothesised that holders of a bachelor’s degree in economics and management would contribute less to finance the common good. We also expected that those whose exam scores were higher would donate less to the common fund in the PGG. Contrary to expectations and prior empirical evidence, students holding a bachelor’s degree in economics and management made higher contributions to the common fund than their non-economics counterparts. Also, we found no correlation between the level of donations and exam scores. We conclude that there are no grounds for considering economic teaching as promoting uncooperativeness and exerting the supposed harmful influence on students’ character. We claim that economic departments provide education rather than indoctrination.

Learning to Wait and Be Altruistic: Testing A Conversational Training in Economic Education for Primary School Children.

Individual economic competence is important but increasingly challenging to manage due to the growing complexity of the nature of economic decisions people must make and the substantial impacts of some of these decisions on their lives. Decision-making ability develops from childhood and is closely related to specific economic components and prosocial behaviour such as fairness, altruism, and delay of gratification. However, while there are financial-education programs for children and young people focusing on financial products, few studies have examined training for the psychological abilities underlying economic decision-making. To promote those psychological skills that contribute to a more socially effective decision-making, we designed and tested a conversational-based training program for primary school children using reflective thinking. A total of 110 (male = 47, female = 63) children aged 8 to 10 years (Mean age = 9.71 years) from two schools in Northern Italy participated in the study with 55 children in a training group and 55 in a control group. All participated in pre-tests measuring their socio-economic background and economics-related skills and abilities. The training group were told stories relaying values of fairness, altruism, and delayed gratification. Both groups participated in task-based post-tests relating to fairness, altruism, and delayed gratification. Results revealed that children in the training group showed significant improvement at the post-test in altruistic and investment behaviour, showing the training efficacy, suggesting that similar programs could be implemented in primary schools as foundational teaching of economics and fiscal responsibility.

Teaching kinematics via arduino based STEM education material

The present study reports an Arduino-based STEM education material that resolves the kinematics of a moving object, specifically focusing on two dimensional motion of the object. Throughout the work, a sample application that can be prepared in a classroom where students are active and including the acquisitions of Technology, Engineering, Physics and Mathematics in a single educational environment. In the study, instantaneous time dependence of the displacements, namely x(t) and y(t) components and the resultant R(t) component, are experimentally measured on a vehicle by using an Arduino UNO, distance sensors and Bluetooth sensor prepared within the scope of a STEM education approach. The ratios between those measured physical quantities and theoretical estimations are found to be %13.1 for the position, %1.4 for the velocity and %7.8 for the acceleration. The error rate of the data was accepted to be reasonable considering highly economical teaching materials.

The Effect of Using Jigsaw Strategy on the Academic Achievement of the Home Economics Teaching Methods Course of the Designs College Female Students at Umm Al-Qura University

The Effect of Using Jigsaw Strategy on the Academic Achievement of the Home Economics Teaching Methods Course of the Designs College Female Students at Umm Al-Qura University

A Just Economy? Unifying and Dividing the Islamic Intellectual Field in Neoliberal Turkey

Abstract In this paper, I argue that the relationship between religion and neoliberalism in non-Western contexts cannot be understood without paying attention to the contested, dynamic, and fluid production of local knowledge. In order to substantiate this argument, I trace debates about development, equality, class, labor, and wealth that circulate in the Islamic intellectual field in Turkey. Specifically, I analyze the viewpoints of three contemporary Turkish Muslim intellectuals who make different claims about Islam’s economic teachings. Mustafa Özel proposes “entrepreneurial Islam” as an alternative to state-regulated capitalism, Ihsan Eliaçık argues that “social Islam” ordains Muslims to redistribute wealth, whereas Lütfi Bergen suggests that “pastoral Islam” precedes Western capitalist modernity. I find that the disputed notion of a just economy is what unifies and divides this intellectual field as a constitutive question that is disagreed upon. This article thus calls for a recognition of the contingency, multiplicity, and indeterminacy of Islamic-neoliberal assemblages.

Negative Effect of Current Account Surplus on Long-term Growth; Focused on the Cases of Japan, S. Korea and China

It is a teaching of current economics that the surplus of current account in international payment contributes to the increase of income. But it has got a negative effect on the long-term growth in the reality, which is easily proved by some instances. First, the Japanese growth rate has been very low despite its current account maintaining a huge surplus. Second, it is another instance that South Korea has suffered from its low growth rate even if its government has enforced the policy to defend its exchange rate from declining while its current account surplus has become large since 1998. Next, the growth rate of China has decreased from the time when its foreign reserve has begun to reduce despite its huge surplus of current account. This paper clarifies the reason why their growths are stagnant despite their huge surpluses in current account. If this paper changes the policies of above countries, it would resolve their economic difficulties and settle the imbalance of the world economy. And this paper would contribute to the evolution of economics.

Teaching Methods in Undergraduate Intermediate Theory, Statistics and Econometrics, and Other Upper-Division Economics Courses: Results From a Sixth National Quinquennial Survey

This article is an extension of a recent article published in The American Economist (Asarta et al., 2021) and presents the second report of basic findings from the 2020 online administration of the sixth national quinquennial survey on teaching and assessment methods in economics. Consistent with the results from the first report, we find that “chalk and talk” remains the staple method of instruction across the entire undergraduate economics curriculum. Lessons, activities, and references that address diversity, inclusion, or gender issues are almost never used in intermediate theory, statistics and econometrics, and other upper-division field courses. There has been notable growth in the use of cooperative learning/small-group assignments, as well as in instructor-led and “student(s) with student(s)” discussions over the past 25 years. Overall, however, there have been minimal changes in teaching methods over time. JEL Classifications: A20, A22

Effect of Google Meet E-learning Technology on Building Students Knowledge

This study investigated the effect of Google meet e-learning technology on building students’ knowledge in Economics in the face of COVID-19 pandemic in Imo State. Two purposes, two research questions and two hypotheses guided the study. The study adopted a quasi-experiment pre-test, post-test, control group design, involving two groups with analysis of covariance as post-hoc control. The population of the study consisted the entire year two students in Alvan Ikoku Federal College of Education, Owerri in Imo State, which are 2,063. The sample consisted of 80 Economics students, drawn from the population. Purposive sampling technique was used to select the 40 students in each class and assigned the classes to experimental and control groups. Google Meet E-learning technology Instructional Package (GMET-IP) and the Economics Achievement Test (EAT) were used as the instrument for data collection, while mean rating, standard deviation and analysis of covariance (ANCOVA) were used to answer the research questions and test the hypotheses. The content and face validities of the instruments were established by two (2) experts in Educational Measurement and Evaluation, two (2) lecturers teaching Economics, who after due corrections, fine-tuned them and certified them fit for administration. Pearson product moment correlation coefficients method was used to determine the reliability of the results obtained with the instrument; and to establish its construct validity that is inter correlations among items which yielded a reliability coefficient value of 0.78. Findings from the study indicated that Video Modules E-learning approach method had effect on the academic achievement of students in Basic Sciences. The treatments have more positive impact on the female students than male students, showing an interaction occurred between the gender. Conclusions were drawn and recommendations made from the findings of the study which includes that there is need for the incorporation of this e-learning approach into the teaching and learning of Economics in tertiary institutions in Imo State.

Assessing Learning in College Economics: A Sixth National Quinquennial Survey.

This article presents the first report of basic assessment method findings from the 2020 national quinquennial survey on teaching and assessment methods in college economics. Focused on the methods used in the same four types of economics courses surveyed since 1995, the authors find that the primary assessment method in introductory courses remains multiple-choice examinations, with their average weight in determining students’ grades increasing since 2010. Intermediate theory, statistics and econometrics, and other upper-division field economics courses rely primarily on short-answer exam questions for determining students’ grades. Overall, the authors report notable changes in assessing learning in college economics, with a more balanced approach to using different assessment methods in upper-division economics courses as compared to other economics courses.

Research in the Classroom: The Teaching of Economics and Gamification

This paper presents the preliminary results of a proposal to facilitate the understanding of concepts and the logic of economy in university students who are not enrolled in the academic program of economics. This proposal is based on the simulation game called Strategies and Markets in Economics (Estrategias y Mercados en Economía – EMERCO), which resulted from a research process in the classroom. The methodology has a qualitative approach and a descriptive type, with an exploratory scope. This study shows the functioning of the game, the selection of the team according to mentality type and brain dominance, in accordance with the Herrmann Brain Dominance Instrument. The game has novel elements in its structure by bringing the real functioning of a market to the classroom, achieving better results in regard to grades and in the assimilation of the contents in introductory classes and fundamentals of economics in higher education.

Discussion on the Course Teaching of Textile Economics

Textile economics is a discipline that uses the basic principles and methods of economics to study textile production, sales and international trade. Learning the course is conducive to training applied senior engineering and technical personnel who understand both technology and management. There are problems such as students have no foundation in economics, students have no enthusiasm for studying textile economics, not enough teachers in textile economics, unreasonable textbook layout, single teaching methods and means, lack of teaching experience, teaching resources and teaching conditions, etc. Therefore, the teaching of textile economics is in urgent need of reform.

Development of economic competence of students at general grammar schools through a non-formal opportunity to learn with experts

For many years empirical studies have repeatedly pointed to the need to improve the economic competence of adolescent and young adults. This demand is already reflected – at least in part – in the inclusion of economic content in the curriculum of general educational schools. However, the curricular implementation seems to be only partially comprehensive enough to sufficiently support the acquisition of economic competence, so that non-formal and informal learning opportunities do not lose their importance as a supplement to the general curriculum-based framework. The research situation, however, is hardly given with regard to empirical findings on the effectiveness of such learning opportunities for the acquisition of economic competence. Therefore, our intervention study examines the role of non-formal learning opportunities in the economic field as a supplement to normal economic teaching lessons and how these learning opportunities affect the competence development of students in general educational schools. The results show that the intervention group was able to improve its economic competence significantly more than the control group. Furthermore, it becomes clear that over the intervention period the influence of personal factors loses relevance for the prediction of economic competence, but only for the intervention group.

Wake up, managers, times have changed! A plea for degrowth pedagogy in business schools

The idea of endless economic growth is embedded in current economic teachings and in economic institutions. However, these teachings are being challenged by a corpus of studies which show that our economies are experiencing limits to growth. We must therefore work out how businesses can adapt to the post-growth era. This paper claims that there is an urgent need to introduce degrowth courses into the business curriculum to prepare future managers for the post-growth era. One way of doing this is to develop a specific degrowth pedagogy rooted in critical pedagogy. The author outlines the degrowth paradigm and introduces the current challenges of business education. Critical pedagogy provides the teacher with the necessary skills for questioning the relevance of the infinite growth paradigm on a finite planet. The paper reveals the transformational potential of degrowth pedagogy in business education.

The Significance of Cyberlearning in Economic Education

We analyze the potentials of web-based and mobile-based digital technology to disseminate, inform, transmit, instruct, and exchange course content in the teaching of economics. Cyberlearning is the use of networked computer technology to enhance the mode of educational content delivery to learners, and involves personal, social, and distributed learning that is mediated by a variety of rapidly evolving computational devices such as computers, tablets, and smart phones, and involving other media such as the Web, and the Cloud. Yet cyberlearning is not only about learning to use computers or to think computationally; social networking has made it clear that the need is much more encompassing, including new modes of collaborating and learning for the full variety of human experiences mediated by networked computing and communications technologies. Educators have continued to search for answers about how new digital tools and environments can be utilized to enhance learning among students of our contemporary “New Age” generation. In the present paper we examine the potentials of cyberlearning and the opportunities it offers for promoting and assessing learning, made possible by new technologies; and how it can help learners to capitalize on those opportunities and the new practices that are made possible by these learning technologies. In particular, we examine ways of using technology for economics education to promote effective learning that result in deep rooted grasping of content, practices, and skills that will ultimately shape attitudes and contribute to enhanced policy and progress in economic matters of society.

Research on the Integration of Ideology, Political Courses into the Teaching Reform of "Industrial Economics"

Ideological and political ideas continue to promote the curriculum reform, the ideological and political education and talent training in colleges and universities put forward new requirements, refresh the objectives and tasks of subject teaching. The ideological and political education carried out in colleges and universities cannot only rely on the ideological and political class, but should be permeated and popularized in the courses of other subjects. Industrial economics is a subject that studies industrial organization, industrial structure, industrial association, industrial layout, industrial policy and industrial regulation. This paper integrates the ideological and political ideas of course into the teaching of industrial economics, and puts forward the countermeasures of teaching reform, aiming at realizing the ideological and political education of students in a subtle way and improving students' ideological and political literacy. As far as the ideological and political development of industrial economics courses in colleges and universities is concerned, some problems exist, such as the strong class nature of economics courses and their separation from ideological and political education. Based on industry economics teaching objectives and content characteristic, the political education into the industry economics course puts forward Suggestions on three aspects: one is based on classroom, the ideological elements into industry economics teaching and the second is based on practice channels, guiding values to develop through class activities, three is based on the network media, through the practical teaching ideological education.