Document Type

Article

Journal/Book Title/Conference

Economics Research Institute Study Paper

Volume

14

Publisher

Utah State University Department of Economics

Publication Date

1999

Rights

Copyright for this work is held by the author. Transmission or reproduction of materials protected by copyright beyond that allowed by fair use requires the written permission of the copyright owners. Works not in the public domain cannot be commercially exploited without permission of the copyright owner. Responsibility for any use rests exclusively with the user. For more information contact the Institutional Repository Librarian at digitalcommons@usu.edu.

First Page

1

Last Page

14

Abstract

As teachers of economic principles, we often rely on casual empiricism to identify characteristics of students or of the classroom environment that we believe affect student performance. When we do so, we run the risk of stereotyping students in various groups as being more or less likely to do well in our principles of economics classes. In this paper, we report the results of a study designed to determine the factors affecting success of students in large economic principles classes, and the factors affecting satisfaction of students with the teacher and with the course. The results of the study indicate that while demographic and educational variables are important determinants of student success and satisfaction in economic principles, factors related to the physical environment are also important.

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