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題名 Do Cooperative Based Learning Groups Help Students Learn Microeconomics?
作者 陳鎮洲
Chen, Jennjou
Lin, Tsui-Fang
貢獻者 經濟系
關鍵詞 cooperative learning;instrumental variables;microeconomics
日期 2020-07
上傳時間 19-Jan-2021 11:44:44 (UTC+8)
摘要 As many college students voluntarily form cooperative-based learning groups to study course materials, this article investigates whether or not such type of learning improves their academic performance. This is the first research using Taiwan’s higher education data to study cooperative learning in the field of economic education. The data used herein are from 10 intermediate microeconomics courses from 2006 to 2016 at a public university in Taiwan. The sample size is 1,389, which encompasses 120 to 150 enrolled students in each semester. We use an instrumental variables (IVs) approach to remedy the potential endogeneity problem associated with forming cooperative-based learning groups, and the key IV employed is the number of students with the same academic major. The IV estimation results show that forming cooperative-based learning groups does significantly improve college students’ learning outcomes. In addition, the cooperative learning effect is heterogeneous across groups. Students with poor attendance records benefit more from voluntarily formed cooperative learning groups in learning microeconomics. Moreover, it is worth noting that the magnitude of the cooperative learning effect from our analysis is greater than the typical class attendance effect.
關聯 SAGE Open, 10(3):215824402093869
資料類型 article
DOI https://doi.org/0.1177/2158244020938699
dc.contributor 經濟系
dc.creator (作者) 陳鎮洲
dc.creator (作者) Chen, Jennjou
dc.creator (作者) Lin, Tsui-Fang
dc.date (日期) 2020-07
dc.date.accessioned 19-Jan-2021 11:44:44 (UTC+8)-
dc.date.available 19-Jan-2021 11:44:44 (UTC+8)-
dc.date.issued (上傳時間) 19-Jan-2021 11:44:44 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/133630-
dc.description.abstract (摘要) As many college students voluntarily form cooperative-based learning groups to study course materials, this article investigates whether or not such type of learning improves their academic performance. This is the first research using Taiwan’s higher education data to study cooperative learning in the field of economic education. The data used herein are from 10 intermediate microeconomics courses from 2006 to 2016 at a public university in Taiwan. The sample size is 1,389, which encompasses 120 to 150 enrolled students in each semester. We use an instrumental variables (IVs) approach to remedy the potential endogeneity problem associated with forming cooperative-based learning groups, and the key IV employed is the number of students with the same academic major. The IV estimation results show that forming cooperative-based learning groups does significantly improve college students’ learning outcomes. In addition, the cooperative learning effect is heterogeneous across groups. Students with poor attendance records benefit more from voluntarily formed cooperative learning groups in learning microeconomics. Moreover, it is worth noting that the magnitude of the cooperative learning effect from our analysis is greater than the typical class attendance effect.
dc.format.extent 119066 bytes-
dc.format.mimetype application/pdf-
dc.relation (關聯) SAGE Open, 10(3):215824402093869
dc.subject (關鍵詞) cooperative learning;instrumental variables;microeconomics
dc.title (題名) Do Cooperative Based Learning Groups Help Students Learn Microeconomics?
dc.type (資料類型) article
dc.identifier.doi (DOI) 0.1177/2158244020938699
dc.doi.uri (DOI) https://doi.org/0.1177/2158244020938699