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Journal/Book Title/Conference

Economics Research Institute Study Paper




Utah State University Department of Economics

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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.