Macroeconomics Course Research Articles

Macroeconomics and active methodologies in higher education: A possible pairing and a possible binomial

This article presents an experience of teaching innovation based on the application of active methodologies in economics and business education at the University of the Basque Country (UPV/EHU). The proposal builds on a competency teaching approach, whose objectives were to verify the effectiveness of these methodologies in the area of economics in order to reconnect the university with its social environment and enhance the competency and student-learning values. During the 2019–2020 academic year, a multidisciplinary process based on the Problem-Based Learning methodology was developed in the Introduction to Economics II: Principles of Macroeconomics course. Various teaching techniques were applied to encourage participation, autonomous student work, group work, as well as elements of social responsibility and values education. The results of the process collected quantitatively and qualitatively show improvements in the acquisition of knowledge by students and greater appropriation levels linked to greater motivation. However, reluctance and misgivings about the process also arose, which would require further work in class and a leading role by students. Greater planning, time and coordination requirements were also limiting factors for the teaching staff; however, the relevance of applying the methodology sequentially is suggested.
 
 Keywords: Active methodology, higher education, social and ethical responsibility, active learning, skills, economy.

Students’ comprehension of the Greek economic crisis through an introductory macroeconomics course

The purpose of the paper is to report on the effectiveness of macroeconomic courses in informing and educating Greek students during an actual economic crisis. To achieve this end, we rely upon an introductory macroeconomics course that focuses upon the severe Global Financial Crisis that got underway in 2008. We conducted a survey for examining how well Greek students understood the effects of this deep and prolonged crisis. What is innovative about our testing is that we undertook a statistical evaluation of responses of two cohorts of students drawn from Spring, 2014 and 2015 - as the crisis intensified from one year to the next. To the very best of our knowledge, such an exercise had not yet been attempted; namely, of measuring students? comprehension of a crisis and comparing the valuations of two cohorts of students as this particular crisis grew increasingly severe. Our findings suggest that students were confident that they achieved a comprehensive understanding of the variables underlying the Greek Economic Crisis. As the crisis escalated, students place increased importance on their university as a main source of information that influenced and helped in forming their perceptions of the economic crisis. However, our findings suggest that the university courses did not serve as their primary source of their information. In conclusion, the crisis helps to exposed gaps in the undergraduate curriculum that could be remedied through bringing in a better selection of up-to-date class materials.

Consumption and Savings Decisions: Teaching The Precautionary Motive In Intermediary Macroeconomics Courses

Consumption and Savings Decisions: Teaching The Precautionary Motive In Intermediary Macroeconomics Courses

Pengaruh Pergaulan Teman Sebaya Tehadap Motivasi Belajar

The purpose of this study was to determine how peer association affects motivation to study at the State University of Gorontalo. The population in this study was all students who took the Introduction to Macroeconomics course in the odd semester of the 2020/2021 academic year at the Economics Education Study Program, Faculty of Economics, State University of Gorontalo. We used a technique called "saturated sampling" in this study. In other words, sample all populations. In this study, the independent variable is the association between peers and the dependent variable is students' learning motivation. The data analysis technique used is simple regression analysis. The results of this study indicate that peer association has a positive effect on learning motivation.

Pengembangan Pembelajaran Daring Melalui Media Interaktif Simulasi Elektronik (MISE) pada Mata Kuliah Ekonomi Makro

There are two objectives achieved in this research, including: 1) developing tools for developing online learning through electronic simulation interactive media in macroeconomics courses; and 2) measuring or knowing the level of accuracy of Online Learning Development Through Electronic Simulation Interactive Media in Economics Courses. The research method used is a Design Based Research (DBR) approach and 22 students of the Faculty of Education and Science of the Economic Education Study Program at Universitas Batanghari as research subjects. There are four stages in the Design Based Research (DBR) used, namely 1) stage I Analysis of Problems in the field; 2) Phase II Development of Online Learning Device Design and Prototype Through MISE; 3) stage III. Testing and Completing Prototypes of Online Learning Tools Through MISE; and 4) stage IV Reflection on Learning Device Products. Data collection techniques are through observation, in-depth interviews, and Focus Group Discussion (FGD). Analysis of the data used in processing the results of this research data using qualitative, quantitative, and mix method analysis. This research produces an Electronic Simulation Interactive Media (MISE) learning product that is packaged in the form of the Adobe Flash Professional CS6 Software application for macroeconomics courses with an accuracy level using the validation test of material experts and interactive learning media experts which can be seen that the results of material expert validation are 4 .5 or good and the result of media expert validation is 4.44 or good.

Macroeconomic Digital Book Development: How are the Feasibility of Experts and Student Responses?

The use of books today is inseparable from the rapid development of technology, one of the book developments that attracts a lot of interest from teachers is digital books. Digital books themselves are very suitable for complex and memorizing learning such as macroeconomics courses, the reason digital books are suitable for macroeconomic learning is that they can be carried anytime and anywhere. This study aims to see the feasibility of the product being developed, namely a digital book on macroeconomic material. The feasibility of the digital book made is divided into two, namely the feasibility of the experts and the feasibility of the sample (students). This research is an R&D type with the selected development model, namely the ADDIE development model. The sampling technique used is simple random sampling with a sample of 36 active students of economic education study program. There are 3 data collection instruments used including media and material expert validation instruments which have 10 statements and student response instruments totaling 28 statements. Analysis of the data used in the form of descriptive statistics. The results of material validation for both validators were 42 (very good) and 37 (good), then for media experts, a score of 38 (good) and 39 (good), while for student responses to the material aspect, a score of 29.25 (worth it) was obtained. , media aspect is 52.5 (very worth it), output aspect is 9.75 (worth it), and for all aspects is 91.5 (very worth it). Based on the results that have been obtained from the validation and small group trials, it shows that digital books on macroeconomic material are appropriate to be used as complementary learning resources in macroeconomics lectures.

Exploring the Associations of the Bicycle Drawing Test (BDT) on Text-Based and Graphical Assessments in Undergraduate-Level Economics Courses

The Bicycle Drawing Test (BDT) serves to identify poor memory, psychomotor deficiencies, and cognitive deficiencies. This study examined 206 students’ performance on the BDT measure, text-based and graph-based questions in undergraduate-level macroeconomics courses. Correlational analyses suggest that the drawing task component of BDT is positively correlated with students’ performance on text-based questions. BDT performance also positively related with students’ performance on graph-based questions. Regression analyses suggest that the BDT measure may positively impact students’ performance on assessment questions. Lastly, gender differences were found in the performance of graph-based questions and the BDT measure. Implications are offered to instructors of economics courses.

Development of Learning Everywhere Class (LEKAS) Platform for Economic Education

The main objective of this research is to develop an Android-based mobile learning platform for economic education students so that they can study anywhere and anytime. Following the current trend, learning must be flexible in accordance with learning styles that tend to lead to online learning. Students will be more comfortable studying with their smartphones anywhere than having to carry books everywhere. This platform consists of several features, namely lecture material, evaluation results and progress of reading material in the form of PDF and video embedding. The design development in this study uses the ADDIE model, which consists of 5 stages, namely Analysis, Design, Development, Implementation, and Evaluation. This product was tested on 60 students of economic education class 2019 in introduction of macroeconomics courses. The final product of this research is an Android-based mobile learning platform with the title LEKAS (Learning Everywhere Class). The results of the evaluation of this product are that there is still a need for improvements in the ease of access to various types of android. The advantage is that students can immediately learn and find out the extent of understanding by taking tests after studying the material that has been shared. Through this platform students can study material and evaluate the material they read anywhere and anytime. The convenience provided on this platform will be able to increase the effectiveness and efficiency of learning in economic education.

Factors Affecting the Achievement of Students in Economic Subject

There are various factors influencing a student’s academic achievement at any level, either primary, secondary or tertiary. These factors include attitudes, learning techniques, general interest in the subject matter, factors related to teacher, family or friends, previous achievements, teaching and learning environment and facilities, infrastructure, and teaching methods. This article explores factors affecting the achievement of student of a course offered in the economic program of universitiutaramalaysia. For this article, a total of 220 students who registered for macroeconomics course at universitiutaramalaysia were randomly selected to be the study sample. of the 220 responses, only 211 were analysed because some questionnaire forms was returned with incomplete information. these students consist of second, third and fourth year students. The study found that among the items in the lecturer preparation factor which came with high mean scores is the item "lecturer shows dedication in teaching". There is no denying that teaching and learning methods incorporating the latest technology and trends are desirable but the study shows that teaching using longstanding approach like using whiteboards is still preferable among students and gives the highest mean value of 7.44, which is a high level score. In terms of learning techniques, the study found that students are not consistent between the goals to achieve excellence with the appropriate effort taken by them. although they want to achieve high excellence in this subject but their efforts and actions are not inclined to that desire

Research on the ideological and political construction of macroeconomics course under the background of high quality development of Higher Education

In the teaching of macroeconomics, we should strengthen the curriculum-based ideological and political education. This paper first introduces the necessity of Ideological and political education in macroeconomics; then it analyzes the common problems in curriculum-based ideological and political education of macroeconomics; finally, the paper explores from the concept of curriculum-based ideological and political education, the construction of teachers’ Ideological and political ability and the scientific design the system of curriculum-based ideological and political education in macroeconomics, so as to realize the effect of the coordinated development of the curriculum-based ideological and political education and macroeconomics, so as to help students establish the correct world view, sense of worth, philosophy and cultivate the applied business management talents with a sense of mission and responsibility.

Flexible and Contextual Cloud Applications in Mobile Learning

<p class="0abstract">The aim of the article is to study the modern mobile learning system, to understand its advantages and disadvantages, and to determine the relationship between the concepts of digital learning. The goal of the study is to conduct an experiment on the implementation of a flexible mobile application for studying the "macroeconomics" by students of economic specialties and to compare the results obtained with the selected control group. A total of 20 sophomores (10 each from two universities: Sechenov University, Department of Economics and Management; and Azerbaijan State Economic University, Department of Economic Theory) were offered to study the course in macroeconomics using a mobile application during the semester (from September to December 2019). Students were selected from two universities for the scientific objectivity and from the second year of the bachelor's degree, since "macroeconomics" is studied in the early courses, regardless of the further, specific economic direction of the student. Students did not attend lectures and practical classes with a teacher; all training was performed with the help of an application. A control group of the same specialty and year (also 20 people) was selected to confirm or contradict the effectiveness of such a mobile application. The control group students studied "macroeconomics" in the traditional way, namely attending lectures and practical classes with a teacher, during this semester. As a result of the experiment, the study group students liked training with the application. Meanwhile, 70% of the students would not like to have such training for all disciplines, permanently. But students supported studying using a special mobile app as a supplement to the main format of teaching. During the final examination, held by the traditional method (a written exam - answers to 4 open questions and 10 multiple choice questions), the following results were obtained. Students, who were using m-learning, on average, got higher results by 0.2 points, according to the overall assessment, a 5-grade scale, and separately according to the test results more by 2 correct answers than students with the traditional education. Thus, this can be explained since students using mobile app practiced material in a form of game or case, which helped them to immerse themselves more in the problem and to assimilate the material. The results were compared with the research of other scientists.</p>

The Effects of Online Assignments and Weekly Deadlines on Student Outcomes in a Macroeconomics Course

This study examined how weekly, externally set deadlines affected the completion of adaptive learning assignments and student outcomes in an introductory macroeconomics course. We imposed different deadline schemes for the same adaptive learning assignments in two sections of the course. One section was given flexible deadlines and the other section was given rigid weekly deadlines. We found that weekly deadlines did not affect assignment completions or total points earned on unit exams. We investigated how the adaptive learning assignments affected student retention of material. A measure of staying on pace in the course provided a positive effect on the comprehensive final exam for students with weekly deadlines. The weekly deadlines may not have influenced assignment completions but consistent engagement with the flow of topics through the course increased student knowledge retention. Regardless of deadline type, completions of adaptive learning assignments positively affected outcomes on the unit exams and final exam. JEL Classifications: A20, A22

Teaching dynamic General equilibrium macroeconomics to undergraduates using a spreadsheet

Dynamic Stochastic General Equilibrium (DSGE) models have become the fundamental theoretical framework in current macroeconomic analysis. However, with very few exceptions, they are not taught to undergraduate students, in spite of the fact that they form the core of standard economics graduate programmes. One of the main barriers for teaching DSGE models at an undergraduate level is not theoretical complexity, but rather, computer skills, as these models have to be solved numerically using specific software. In this paper, we propose a method for solving DSGE models using a spreadsheet, with computer software widely known by students: Microsoft Excel. We consider two different alternative approaches to solving DSGE models in Excel. First, the model can be solved using Excel’s Solver tool. Second, the model can be linearized and numerically simulated directly in a spreadsheet. We think that these approaches can pave the way for teaching DSGE modelling to students in an undergraduate advanced macroeconomics course by removing the limitations imposed by the requisite computer skills.

Evaluating the effects of mobile applications on course assessment: A quasi-experiment on a macroeconomics course

Universities are facing the need to rethink their educational strategies, especially due to the emergence of new technologies, such as mobile applications, which have had great expectations. Previous studies have been focused on changes in student engagement from using mobile applications in the classroom, whereas there has been little research on the impact of mobile applications on student assessment. This research uses a quasi-experimental study to examine the relationship between student assessment and the use of a mobile application. Two groups of students (a control and an experimental group) were tested in the same academic semester with the same lecturer. Two analyses were carried out (t-test and difference-in-differences) to evaluate this relationship. Contrary to the general expectations, the results showed that there is no significant difference on assessment when comparing the two groups’ scores. However, students showed a positive attitude in engaging with the mobile application. Although there has been an increase on the use of mobile applications in classrooms, they do not directly affect student scores. This research shows that mobile applications should be used as a complement to traditional education, and not as a substitute to it.

Development of Macroeconomic Theory Materials Based on Blended Learning

The aim of the study was to produce teaching material for Macroeconomics Theory. The Research and Development (R&D) method by Borg and Gall was used in this study. The population of this study was all Economic Education Study Program’s students who took Macroeconomics courses in 2019. The sample was determined by using the purposive random sampling principle and the sample class made for the implementation and limited testing of small sample was Class C of Economic Education. Based on the result of the study, it was decided that the teaching material for Macroeconomics Theory that has been validated by 2 expert validators had a very high level of eligibility (88.75%) provided revisions were needed. After it has been fully revised, the material was tested to all 30 students of Class C of Economic Education during Macroeconomics Theory course. Based on the testing conducted to the small sample, it showed that there was a significant improvement of the learning outcomes before and after the blended-learning based teaching material was implemented. The result was all the user-friendliness, usability, and time effectiveness factor have an average value ≥4. It can be concluded that the book being developed has met the readability and practicality criteria. The study was only conducted up to stage 7 -producing the teaching material of revision draft.

Integrating data analysis into an introductory macroeconomics course

Data analysis and applying knowledge to real-world settings rank among key skills of college graduates. This paper shows how to completely integrate data analysis and application of knowledge to real-world settings into an introductory macroeconomics course. Every class meeting is structured as a series of activities that students work through using free, publicly available data. Time can be allotted to these activities during class because the course takes advantage of two previously documented active learning pedagogies (flipped classroom and team-based learning). Students benefit by gaining data analysis skills, applying knowledge to real-world settings, digging deeper into the material and contentious topics, and learning that results from combining the data analysis approach with the active learning approaches.

Teaching the Greek financial crisis in an introductory macroeconomics course: university students' perceptions

The same survey of a self-administered questionnaire was handed out to introductory macroeconomics students in Spring 2014 and Spring 2015 at the University of Macedonia in Greece, to determine students' perceptions of how including the Greek financial crisis (GFC) in the teaching of introductory macroeconomics benefits students. The methodology of the survey is quantitative in nature based on descriptive statistics and t-tests were carried out for each variable of interest. The research questions under examination are: 1) Did the incorporation of the GFC in the teaching of introductory macroeconomies influence university students' perceptions about the course?; 2) Did the evaluations of the course by the two cohorts of students change as the crisis intensifies in a statistically significant manner? The innovation of the study is determining students' perceptions of the value of incorporating the GFC in the teaching of macroeconomics and the statistical evaluation of responses of two cohorts of students as the crisis intensifies. Overall, students evaluated positively the incorporation of the GFC in their learning in the introductory macroeconomics course. From 2014 to 2015, the student level of understanding of the GFC incorporated in the teaching of introductory economics increases. Nevertheless, students are not interested in employment as economists.

Shifting to blended online learning and its impact on student performance: A case study for students enrolled in economic courses prior to COVID-19 emergency remote instruction

This study explores whether student academic performance differs between the face-to-face and online hybrid sections in an undergraduate introductory macroeconomic course offered at a US community college. The data was collected from 414 students enrolled in various sections of the course during five semesters from spring 2016 to fall 2018. The findings show no statistical difference in student performance between face-to-face and online hybrid courses and contribute to the literature specific to the discipline of economics, which unlike other disciplines, has shown discord in findings. The usefulness of such results may extend to US higher education institutions to help them make data-informed decisions about their future investments in online teaching modalities and course design in the discipline of economics.

Teaching the Greek financial crisis in an introductory macroeconomics course: university students' perceptions

Teaching the Greek financial crisis in an introductory macroeconomics course: university students' perceptions

Macroeconomic podcasts: teaching the internet generation

Economics instructors continue to move away from the traditional 'chalk and talk' style of teaching, to more inventive and appealing pedagogical strategies that better fit the educational needs and preferences of the newer generations of learners. This paper furthers this trend by suggesting the use of podcasts to teach a set of core concepts and theories commonly learned in any introduction to macroeconomics course. The paper introduces six podcasts and a list of associated economic theories and concepts that can be related to specific parts of each podcast. Furthermore, the paper offers the reader a set of examples and recommendations regarding how to specifically use four of these podcasts in the classroom. The paper invites the reader to use the podcasts and the recommendations provided in the hope that she/he will also generate and publicise her/his own examples moving forward.