- Title
- What matters in economics teaching and learning? A case study of an introductory macroeconomics course in South Africa
- Creator
- Snowball, Jeanette D
- Creator
- Wilson, M K
- Date Issued
- 2006
- Date
- 2006
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/68500
- Identifier
- vital:29270
- Identifier
- https://doi.org/10.19030/tlc.v3i11.1659
- Description
- Publisher version
- Description
- In many universities, economics lecturers now face the challenge of dealing with large, diverse classes, especially at undergraduate level. A common concern is the non-attendance at lectures of unmotivated (conscript) students. Poor lecture quality, as reflected in student evaluations of teaching (SETs), is often blamed for lack of attendance and consequent poor performance. This paper presents the results of a student assessment of a macroeconomics 1 course, coupled with a self-assessment of their own input into the course. The results obtained, using econometric models, suggest that students inputs and attitudes to the course are equally, or more, important than lecture attendance itself.
- Format
- 3 pages
- Format
- Publisher
- Journal of College Teaching & Learning
- Language
- English
- Relation
- Journal of College Teaching & Learning
- Relation
- Snowball, J.D. & Wilson, M.K. (2006) What Matters In Economics Teaching And Learning? A Case Study Of An Introductory Macroeconomics Course In South Africa. Journal of College Teaching & Learning, 3 (11), https://doi.org/10.19030/tlc.v3i11.1659
- Relation
- Journal of College Teaching & Learning volume 3 number 11 59 61 2006 2157-894X
- Rights
- Copyright held by the Authors
- Rights
- Use of this resource is governed by the terms and conditions of the Creative Commons Attribution 3.0 International (CC BY 3.0) License (https://creativecommons.org/licenses/by/3.0/)
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RU Department of Economics and Economic History
Snowball, Jeanette D (Prof)
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