Requiring Versus Recommending Preparation Before Class: Does It Matter?
Asking students to come to class prepared is quite common in undergraduate and graduate education. We use a quasiexperimental design to assess whether requiring undergraduate students in an introductory course to review prior to lecture the material that will be taught in class enhances their unders...
| Publicado en: | Southern Economic Journal Vol. 85; no. 2; pp. 616 - 632 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Wiley-Blackwell
Oct2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=133013147&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 133013147 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00384038 SEJ jtl: Southern Economic Journal issn: 00384038 maglogo: N pubinfo: dt: Oct2018 vid: 85 iid: 2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 133013147 10.1002/soej.12281 ppf: 616 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P size: 147KB tig: atl: Requiring Versus Recommending Preparation Before Class: Does It Matter? aug: au: Andersen, Martin S. Gicheva, Dora Sarbaum, Jeffrey su: Undergraduates Ability Graduate education Introductory courses (Education) Experimental design sug: subj: Undergraduates Ability Colleges, Universities, and Professional Schools Graduate education Introductory courses (Education) Experimental design keyword: A22 A22 ab: Asking students to come to class prepared is quite common in undergraduate and graduate education. We use a quasiexperimental design to assess whether requiring undergraduate students in an introductory course to review prior to lecture the material that will be taught in class enhances their understanding of key concepts. We find that requiring rather than recommending preparation before class increases exam scores by about a quarter of a standard deviation, or roughly a third of a letter grade, for students in the second and third quartiles of the ability distribution but has little impact on very high‐ or low‐ability students. We also estimate local average treatment effects, from which we draw a similar conclusion: reviewing the material before lecture benefits students in the middle of the ability distribution but has essentially no impact on the top and bottom quartiles. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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