Homework, Practice, and Performance in Principles of Microeconomics

20 Pages Posted: 4 Feb 2009

See all articles by Steven B. Caudill

Steven B. Caudill

Auburn University - Department of Economics

James E. Long

Auburn University - Department of Economics

Date Written: January 1, 2009

Abstract

This paper contributes to the growing literature examining how students' grades on in-class exams are affected by their scores on out-of-class homework assignments. Our major finding, that exam grades and homework scores are positively related, is what educators might have anticipated, yet surprisingly there is little published research that has documented a link between student learning and out-of-class exercises. Our study's results justify the suggestions of Grove and Wasserman (2006) and Hansen, Salemi, and Siegfried (2002) that principles students be given more opportunity to practice economic analysis.

Keywords: teaching, homework, performance

JEL Classification: A22, A20

Suggested Citation

Caudill, Steven B. and Long, James E., Homework, Practice, and Performance in Principles of Microeconomics (January 1, 2009). Available at SSRN: https://ssrn.com/abstract=1337666 or http://dx.doi.org/10.2139/ssrn.1337666

Steven B. Caudill

Auburn University - Department of Economics ( email )

415 W. Magnolia
Auburn, AL 36849-5242
United States
334-844-2907 (Phone)

James E. Long (Contact Author)

Auburn University - Department of Economics ( email )

415 W. Magnolia
Auburn, AL 36849-5242
United States

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