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Replication data for: Classroom Experiments: Is More More?

Version
1
Resource Type
Dataset
Creator
  • Emerson, Tisha L. N.
  • English, Linda
Publication Date
2016-05-01
Description
  • Abstract

    Studies have demonstrated that classroom experiments have a positive effect on student achievement in economics courses. Questions remain regarding the appropriate number of experiments. In the current study we attempt to determine whether more intensive use of classroom experiments is associated with greater student achievement. Our data contains variation in the number of experiments administered in a principles of microeconomics course. We find that participation in classroom experiments has a positive, but diminishing, marginal benefit on students' final course scores. We also find that classroom experiments can bridge some achievement gaps (between older and younger students, between whites and minorities).
Availability
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Relations
  • Is supplement to
    DOI: 10.1257/aer.p20161054 (Text)
Publications
  • Emerson, Tisha L. N., and Linda English. “Classroom Experiments: Is More More?” American Economic Review 106, no. 5 (May 2016): 363–67. https://doi.org/10.1257/aer.p20161054.
    • ID: 10.1257/aer.p20161054 (DOI)

Update Metadata: 2020-05-18 | Issue Number: 2 | Registration Date: 2019-10-12

Emerson, Tisha L. N.; English, Linda (2016): Replication data for: Classroom Experiments: Is More More?. Version: 1. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset. https://doi.org/10.3886/E113459V1