Abstract

http://ssrn.com/abstract=951244
 
 

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Does Active Learning Improve Student Performance? Results of a Quantity Theory Game


Philip Holleran


Radford University - College of Business and Economics

Barbara Taylor


Radford University - College of Business and Economics

George D. Santopietro


Radford University - College of Business and Economics

November 2006


Abstract:     
We describe a game to illustrate the Quantity Theory of Money and test the marginal effect of this game on student learning. Specifically, we compared student performance on a quiz about the Quantity Theory in sections of Principles of Macroeconomics courses in which we played the game and then lectured on the Quantity Theory, to performance in sections of that course in which we gave only the conventional lecture. Mean quiz scores were not higher in the sections in which the game was played than in the other sections. The most striking effect of participation in the game was to increase the performance of stronger students while decreasing the performance of other students.

Number of Pages in PDF File: 22

JEL Classification: A22

working papers series


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Date posted: December 13, 2006  

Suggested Citation

Holleran, Philip and Taylor, Barbara and Santopietro, George D., Does Active Learning Improve Student Performance? Results of a Quantity Theory Game (November 2006). Available at SSRN: http://ssrn.com/abstract=951244 or http://dx.doi.org/10.2139/ssrn.951244

Contact Information

Philip Holleran (Contact Author)
Radford University - College of Business and Economics ( email )
PO Box 6952
Radford, VA 24142
United States
540-831-6778 (Phone)
540-831-6209 (Fax)
Barbara J. Taylor
Radford University - College of Business and Economics ( email )
United States
George D. Santopietro
Radford University - College of Business and Economics ( email )
PO Box 6952
Radford, VA 24142
United States
540-831-5891 (Phone)
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References:  16

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