Undergraduate Economics Education Research Articles

The Influence of Learning Environment, Peers And Learning Readiness on Student Achievement in the Undergraduate Economics Education Program, Faculty of Economics, State University of Gorontalo

This study aims to determine how much influence the Learning Environment, Peers and Learning Readiness have on student achievement in the Economics Education S1 Study Program, Faculty of Economics, Gorontalo State University. This research uses a quantitative survey type method. This research data was obtained by distributing questionnaires to 88 students as respondents. The research data comes from primary sources with multiple linear regression analysis with the help of the SPSS version 2023 program. The regression test results show that ŷ = a + bx, namely ŷ = 9.676 + 0.044X1 + 0.153X2 + 0.674X3. + , which means that the learning environment has a positive effect on student learning outcomes with a t-value of 0.184 when compared to the t-table of 1.66 so the effect is not significant, peers have a positive effect on student learning outcomes with a t-value of 1.496 with a t-table of 1.66 so it is still smaller so it is not significant and learning readiness has a positive effect on learning outcomes with a t-value of 7.16 with a t-value of 1.66 so it is still greater so it is said to be significant. This can be seen from the results of SPSS testing, it is known from the R-Square value of 0.667 or 66.7%. This explains that 66.7% of the distribution of learning achievement variables can be explained by the Learning Environment, Peers and readiness to learn variables. While the remaining 33.3% is explained by other factors that are outside this study that cannot be explained. Thus the researcher's hypothesis has been tested and can be accepted.

Challenging the growth-prosperity Nexus: Redefining undergraduate economics education for the Anthropocene

This paper proposes a conceptual framework to guide the transformation of undergraduate economics education, anchored in integrated human flourishing and ecological sustainability. The framework moves beyond the dominant focus on utility and profit maximization to encompass holistic goals of universal human development, social equity, and ecological sustainability within planetary boundaries. It outlines current economic problems and links them to key competencies critical to addressing these issues. Accordingly, educational themes and corresponding anchor topics are developed that align with the key competencies to equip students with pluralistic, transdisciplinary perspectives and solution-oriented skills for catalyzing a just economy that sustains the web of life. The framework is based on the multidimensional concept of prosperity and includes three interrelated dimensions: ecological sustainability, social inclusion and equality, and quality of life. To implement this framework, guiding principles and targeted learning outcomes for economics are defined that emphasize systems thinking, personal development, transdisciplinarity, and collective agency for transformative change. The goal is to provide a coherent structure to transform undergraduate economics education and empower students to become agents of social change who can critique and reorient the current economic system towards justice and ecological stewardship.

The interplay of TPACK, self-efficacy, and career motivation among economics teachers: a mediation analysis

Problem and aim. The paper emphasizes self-efficacy in education and career choice. Self-efficacy and a willingness to learn are the main differentiators in competitive human resource development in the digital age. A school's competence and graduates' potential determine its success. The paper investigates how selfefficacy (EK) mediates Technological Pedagogical Content Knowledge (TPACK) and career choice motivation for economics teachers. Technology, pedagogy, and economics content knowledge (TPACK) are taught separately and together to undergraduate economics education students. In the post-COVID-19 era, where technology is vital to education, the research is relevant to assessing college students' TPACK competencies. The study aims to clarify the relationship between TPACK, self-efficacy, and career choice motivation in economics education students by evaluating the self-efficacy mediation model. Material and methods. The study used a conceptual modeling research design with a quantitative approach, examining four observational variables such as TPACK, self-efficacy as a prospective teacher as the exogen variable, and career choice motivation as an economics teacher as the endogen variable. This research involves 346 students in Java, Indonesia, using the CB-SEM analysis to identify the TPACK components and students' selfefficacy as prospective teachers. The result of the study. The study discovers a substantial relationship between TPACK, self-efficacy, and career choice motivation, with an index of goodness of fit of RMSEA = 0.021, ChiSq/df =1.146, CFI = 0.966, and TLI= 0.965 considered acceptable. The indirect effect test of the relationships between TPACK and career choice motivation as an economics teacher (b = 0.064, p = 0.022) reveals that self-efficacy mediates the relationship between TPACK and career choice motivation as an economics teacher. The results confirm that TPACK has a significant relationship with career choice motivation as an economics instructor, both directly and indirectly through selfefficacy mediation. Conclusion. The differences show that the TPACK components might help students, parents, and institutions evaluate the teaching and learning process. The researchers also expect the facilitators and constitutional bodies to take strategic moves to improve and develop the supporting infrastructures for education. The next fundamental questions are about the quality of technology integration and the effectiveness of college students' skills development.

Mapping foundations of logical analysis to principles of microeconomics courses

The undergraduate economic education literature espouses the use of critical thinking. Yet students continue to display gaps in critical thinking, and few meaningful changes have been made to teaching undergraduate economics to address this gap. This manuscript illustrates how to create a curriculum map linking foundational logical reasoning skills to an undergraduate, principles of micro-economics course. The map may be useful in identifying gaps in prerequisite logical reasoning skills and in giving a general direction to address these gaps. We find that principles of microeconomics courses require foundational logical reasoning skills comprising half of a semester-long course on logical reasoning.

From Theory to Practice of Promoting Student Engagement in Business and Law-Related Disciplines: The Case of Undergraduate Economics Education

Higher education is experiencing a paradigm shift from passive learning towards active learning. The COVID-19 pandemic has further presented an opportunity for education providers to enhance teaching that includes non-campus modes. However, concerns regarding student engagement lie at the heart of the transition to active learning environments in the context of the increased demand for online education. Therefore, promoting student engagement has become an educational priority since greater student engagement translates into valued student experiences, higher academic performance, and increased retention rates. This paper semi-systematically reviews the literature on student engagement in undergraduate economics education. Close emphasis is also paid to the relationships between the direct measures of disengagement such as absenteeism on student performance in economics. The student engagement framework developed by Frederiks, Blumenfeld, and Paris (2004) is used to classify the dimensions of student engagement and the factors that influence the different dimensions of engagement. The literature reviewed is predominately occupied with behavioral aspects of engagement with little attention towards capturing the cognitive and emotional aspects of student engagement. Three key recommendations are noted from the study in order for business school educators and higher education policy makers to promote student engagement in economics education. Future research on student engagement in undergraduate business education should focus more on capturing the cognitive and emotional aspects of student engagement to inform policymaking in promoting student engagement.

Penerapan Metode Cooperative Script Dalam Meningkatkan Hasil Belajar Siswa

Ferasiska Y Hasim Nim 911 415 116 "Application of Cooperative Script Learning Method in Improving Learning Outcomes ". Undergraduate Economic Education Study Program, Department of Economic Education, Faculty of Economics, Gorontalo State University The research aimed to improve student’s learning outcomes at integrated social science subjek in SMP Negeri 1 Kabila of bone bolango District, Gorontalo Province. The methode applied in this research was classroom action research that was conducted in II cycles and involved 27 people. The finding of research found that result of this classroom action research in cycle I reached 62,97% then increased to 81,49% in cycle II meanwhile, students who were not completed would be remedied through the implementation of cooperative script method at integrated social Science subjek in grade VIII thus the students’ learning outcomes Improved. Keywords: Cooperative Script, Student Learning Outcomes

Faculty’s conceptions of teaching introductory economics in higher education: A phenomenographic study in a South African context

In view of the on-going global debate about the economics curriculum and its teaching, this paper explores how the faculty responsible for teaching introductory economics at a South African university understand learning and teaching of their subject. We have adopted a qualitative research approach, phenomenography, to complement what we already know from mainstream literature on undergraduate economics education, predominantly published by academic economists using a quantitative methodology. After a phenomenographic analysis of interview data with lecturers and tutors, six conceptions of teaching introductory economics (Economics 1) emerged: (I) team collaboration to implement the economics curriculum; (II) a thorough knowledge of the content; (III) implementing the curriculum in order for students to pass assessment; (IV) helping students learn key economics concepts and representations to facilitate learning; (V) engaging students through their real-life economics context to acquire economic knowledge; and (VI) helping students think like economists. These are discussed first in relation to the implications for student learning and second, in a broader context of higher education discourses and educational development.

An investigation into the role played by research assessment in the socio-geographic fragmentation of undergraduate economics education in the UK

This study charts the socio-geographic fragmentation of the economics discipline in the UK. It is revealed that the marriage of economics teaching and research is now limited to elite institutions located mainly in the south of the UK. None of the UK’s new (post-1992) universities submitted to the Economics and Econometrics (E&E) unit of assessment (UOA) in 2014, the UK’s most recent research evaluation exercise (REE). Lower REE scores are shown to be associated with higher withdrawal rates from the next E&E UOA and subsequent undergraduate economics programme closure. Universities that exit the E&E UOA moving to the Business and Management (B&M) UOA appear to benefit in the form of higher REE scores. Though restricted to the experience of one academic discipline in one country, the lessons from this study yield important insights into how the results of REEs can be a principal driver of change in higher education.

Enriching undergraduate economics: curricular and pedagogical integration of heterodox approaches from within

In exploring the importance of integrating heterodox economics into undergraduate economic education this article justifies taking an approach that is both non-divisive and programmatically integrative in a department in order to have an enduring curricular and institutional impact. Critiques of mainstream economics commonly pertain to the inherent narrowness of thought, concomitant methodology, methods, and practice. The author therefore focuses on both pedagogy and curriculum to argue for an approach that (a) methodically broadens the content of core courses while maintaining common departmental curricular goals, (b) develops a variety of conceptually strong upper-level heterodox field courses, and (c) prepares students to explore a diversity of topics for senior theses using relevant heterodox methodologies. Taking a consciously non-divisive and integrative approach that seeks to methodically broaden economic thought and practice by focusing on overall programmatic integration helps to build bridges both within one's department and more broadly in the discipline. This paper uses a curricular map and examples from the author's course content to illustrate integrating heterodox economics into an existing program. The final section provides examples from student research in economics that have made use of non-reductionist methodologies. While making observations about constraints in sustaining such an approach, the paper strongly argues that there is a greater possibility of creating a stronger identity for heterodox approaches with conceptual rigor, if developed not in deliberate opposition to the mainstream or any other approach.

A pluralistic and gamified senior seminar in economics: capstone to a heterodox undergraduate liberal arts economics curriculum

The paper recounts the development and implementation of gamified pedagogy for the capstone senior seminar of the pluralistic undergraduate curriculum of the Department of Economics at Rollins College. An introduction to gamification and its neurological, behavioural, and pedagogical foundations, is followed by description of the experimental process used to arrive at some promising pedagogical methodologies for the senior seminar in particular. The process evolved along two synergistic paths: finding ways to guide students in doing applied pluralistic economics in their senior research project, and using gamified pedagogy to facilitate this. Finally, the paper discusses some of the insights gleaned and problems encountered in order to outline proposals for further research and data collection, and to provide fruitful ideas for other pluralistic reformers of undergraduate economic education, so that students gain an applied critical appreciation of the complex and diverse argument that is economics.

Research on Teaching Economics to Undergraduates

This survey summarizes the main research findings about teaching economics to undergraduates. After briefly reviewing the history of research on undergraduate economic education, it discusses the status of the economics major—numbers and trends, goals, coursework, outcomes, and the principles courses. Some economic theory is used to explain the likely effects of pedagogical decisions of faculty and the learning choices that students make. Major results from empirical research are reviewed from the professor perspective on such topics as teaching methods, online technology, class size, and textbooks. Studies of student learning are discussed in relation to study time, grades, attendance, math aptitude, and cheating. The last section discusses changes in the composition of faculty who teach undergraduate economics and effects from changes in instructional technology and then presents findings from the research about measuring teaching effectiveness and the value of teacher training. (JEL A22, I23, J44)

The Educational Value of the College Fed Challenge Competition

The College Fed Challenge is a competition between undergraduate students from different colleges and universities. It is designed to enhance the development of research, critical thinking, and presentation skills. This paper analyzes the value of the competition as an instrument for improving undergraduate economics education. We argue that the College Fed Challenge incorporates many of the recommendations in Educating Economists: The Teagle Discussion on Re-Evaluating the Undergraduate Economics Major (2009). We present results from surveys of (a) students from schools that participated in regional competitions in 2010 and in 2011 and (b) graduates from the University of Delaware who participated in past years. A focus of the surveys was to determine whether participation improved the skills described by Hansen. The results reflect the impressive effect on student learning outcomes. We conclude that the visibility of the College Fed Challenge can be an important factor in determining its impact. If the competition were national in scope, if the judges were carefully selected so that success in the competition were more meaningful, and if the American Economic Association were to provide stronger support, then the competition could conceivably have a significant and positive impact on economics education in the United States.

Using Classicc Articles in the Teaching of Undergraduate Economics

A standard approach to economics education at the undergraduate level is simplification and summarisation. The idea is that economics is a complicated subject which must be boiled down for university students to allow them a grasp of fundamentals that can then serve as a basis for more advanced study of the field’s various complexities, controversies and nuances. However there is a different pedagogy that emphasizes the use of source materials at an early stage. The argument is that even in technical fields, ‘consensus’ summaries of knowledge give a false appearance of certainty and settled debate while early exposure to original expositions by key thinkers provides students with a greater sense of the fundamental nature of intellectual discourse, develops critical thinking and sharpens communication and analytical skills. In effect it is rather like the benefits of ‘raw’ versus ‘processed’ foods: the latter is harder to digest but more nutritious than the former.This paper describes how classic articles have been used to teach undergraduate economics in a first year introductory Macroeconomics class and a third year topics in Microeconomics class. The paper reviews the ‘standard’ approach to undergraduate economics education focusing on the use (or lack thereof) of ‘primary’ or ‘source’ materials; the philosophy of ‘classics’ based pedagogy (mainly focused on ‘liberal arts’ education) and its applicability to the teaching of economics; describes how source materials have been used by the author in university economics classes; and provides conclusions and recommendations for potentially greater use of assignment of source texts in economics at the baccalaureate level.

The Educational Value of the College Fed Challenge

The College Fed Challenge, a competition between undergraduate students from different colleges and universities, is designed to enhance the development of research, critical thinking, and presentation skills. This paper analyzes the value of the competition as an instrument for improving undergraduate economics education. We present results from surveys of (a) students who participated in one district in November 2010 and (b) graduates from the University of Delaware who participated in past years. The results reflect the impressive effect on student learning outcomes. We conclude that the visibility of the College Fed Challenge can be an important factor in determining its impact and that the competition could conceivably have a significant and positive impact on economics education in the United States.

Economic Education in Korea: Current Status and Changes

The authors describe key aspects of precollege and undergraduate economic education in Korea. They show that precollege students seem to have low economics literacy due to problems with the curriculum and insufficient training of teachers. At the undergraduate level, they show that economics departments have more male students than female students and that the employment rate for economics majors is lower than for business majors. They hope to draw more of Korean economists' attention to research initiatives in economic education.

Making Course Content Conducive To A Marriage Between Theory And Practice: One Instructors Experience

This essay describes the changes made in the structure of a course on gender and economics that have the potential for improving undergraduate economics education by providing opportunities for students to “be economists” in their communities. Specifically, it describes the value of incorporating exercises that send students into the field to observe and gather data that they can bring back into the classroom to analyze and integrate into their own understanding of the issues.

Preface to Special Issue on Undergraduate Economic Education

Preface to Special Issue on Undergraduate Economic Education

Undergraduate Economics Education in English and Welsh Universities

A professor experienced in both the United Kingdom's and the United States' educational systems, the author describes and compares the two countries' economic education objectives and practices.

Undergraduate Economics Education in English and Welsh Universities

Undergraduate Economics Education in English and Welsh Universities