A survey of principles instructors: why lecture prevails.
Abstract
For many years, surveys have shown that lecture is the dominant method for teaching principles of economics (Watts and Schaur 2011; Watts and Becker 2008; Becker and Watts 1996, 2001a, b). The authors confirm this and augment it by asking why principles instructors teach the way they do. The respondents, 340 principles instructors at the 2012 Allied Social Science Associations (ASSA) conference, group into thirds: one-third saying that students learn best from lecture; another third reporting that students do not learn best from lecture, but it is cost-effective; and the rest answering that students do not learn best from lecture, so alternatives are preferred. Lecture advocates often cite the inputs and costs of teaching while advocates of alternatives often cite student outcomes.
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Universities are slow in implementing effective skills instruction.
“universities are slow in implementing effective skills instruction (Goffe and Kauper, 2014; Wieman and Gilbert, 2015)”
From How Study Environments Foster Academic Procrastination: Overview and Recommendations (2020) · cites this paper as Goffe and Kauper, 2014
Cites
Does Active Learning Work? A Review of the Research
Prince, M. (2004) · Journal of Engineering Education · doi:10.1002/j.2168-9830.2004.tb00809.x · Cited by 7,334 · cited 1× · see citing works
“Deslauriers et al. (2011) describe an example of active and collaborative learning, and Prince (2004) argues that such approaches are particularly effective.”
BackgroundCooperative Learning Returns To College What Evidence Is There That It Works?
Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998) · Change: The Magazine of Higher Learning · doi:10.1080/00091389809602629 · Cited by 1,011 · see citing works
Henderson, C., Dancy, M., & Niewiadomska-Bugaj, M. (2012) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.8.020104 · Cited by 322 · see citing works
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How Study Environments Foster Academic Procrastination: Overview and Recommendations
Svartdal, F., Dahl, T. I., Gamst-Klaussen, T., Koppenborg, M., & Klingsieck, K. B. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.540910 · Cited by 159 · see citing works
“, 2013; Dunlosky and Rawson, 2015), and universities are slow in implementing effective skills instruction (Goffe and Kauper, 2014; Wieman and Gilbert, 2015).”
Background
- Authors
- Goffe, W. L., & Kauper, D.
- Affiliations
- Pennsylvania State University (US)
- United States Agency for International Development (US)
- Corresponding author
- Goffe, William L.
- ORCID
- Goffe, William L.
- Venue
- The Journal of Economic Education
- Publisher
- Informa UK Limited
- Published
- 2014-10-02
- Volume
- 45
- Issue
- 4
- Pages
- 360-375
- ISSN
- 0022-0485 (ISSN-L)
- 2152-4068
- OpenAlex
- W2003151528
- Cited by
- 132
- References
- 3
- Citations by year
- 2026: 3 · 2025: 6 · 2024: 11 · 2023: 13 · 2022: 14 · 2021: 10 · 2020: 19 · 2019: 14 · 2018: 13 · 2017: 10 · 2016: 9 · 2015: 4 · 2014: 3 · 2013: 2
- FWCI
- 44.53
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Journal of Economic Education (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Topics
- Social Sciences › Education › Innovative Teaching Methodologies in Social Sciences
- Social Sciences › Education › Innovative Teaching Methods
- Social Sciences › Education › Evaluation of Teaching Practices
- Keywords
- economic principles, lecture method, teaching methods, teacher preferences, learning outcomes, economics education
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