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Modelling the Process of Learning in Economics

Modelling the Process of Learning in Economics. Tommy Tang and Tim Robinson School of Economics and Finance Queensland University of Technology. Paper presented to the 2009 ATEC, hosted by the School of Economics and Finance, QUT. Outline. Introduction Theoretical Framework

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Modelling the Process of Learning in Economics

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  1. Modelling the Process of Learning in Economics Tommy Tang and Tim Robinson School of Economics and Finance Queensland University of Technology Paper presented to the 2009 ATEC, hosted by the School of Economics and Finance, QUT

  2. Outline • Introduction • Theoretical Framework • Research Objectives • Method & Result • Discussion • Further Research

  3. 1. Introduction • Traditional research approach in economics education • Determinants of learning output • Inconsistency of findings • Student Experience of Learning (SEL) framework • Shanahan & Meyer (2003), Johnston (2001) Economics specific cognitive factors • Meyer & Shanahan (2001, 2002)

  4. 2. Theoretical Framework Presage Process Product Feedback Student characteristics Learning approach Learning outcome Teaching context Feedback The 3P Model (Biggs 1989, Biggs et al. 2001)

  5. 3. The Research Objectives • Investigate the influence of learning inputs and approaches on learning outcome in different assessment contexts (MCQ, essay assignment & essay exam). • More specifically: • The associations of learning approaches with learning outcome • The direct and mediated effects of demographics on learning outcome • The inconsistent findings by traditional economics education research

  6. 4. Method & Result

  7. Learning Input, Approach & Output Approach OP Major Maths Mark Age Gender EconThink

  8. Subjects • Economics 1, Economics 2 students

  9. Data Collection • Week 1 Survey • Economic thinking ability (EconThink) • Demographics (Age, Gender, Major, OP, Maths) • Week 13 Survey • Approaches to learning for assessment (Deep, Surface) • From Unit Coordinators • Assessment marks

  10. First order Factors

  11. Higher order factors – Deep & Surface Understanding Deep Relating Reproducing Surface Rote

  12. Learning Input & Output OP OP Major Major Mark Mark Maths Maths Age Age Gender Gender EconThink Tradition input-output model + pre-course econ thinking ability

  13. Full (Mediated) Model Surface OP Deep Major Maths Mark Age Gender EconThink

  14. Results (1) Effects of demographics on mark

  15. (2) Effects of demographics & EconThink on mark

  16. (3) Mediated Model

  17. 5. Discussion • Learning approaches on academic performance • The “how” of learning • Limitation of single-score approach

  18. Effects of Approaches on Academic Performance Deep learning appears not crucial in determining overall academic performance.

  19. The How of Learning Input-output Model .140 (p=0.008) Essay mark Age .114 (p=0.020) Essay mark Gender .533 (p=0.000) Total mark OP • Why older students & females do better in essay? • Why the academically more able have better overall mark?

  20. deep surface -.036 (ns) .052 (ns) Essay mark .142 (.003) Gender The mediated model deep surface Direct and indirect effects of Age on essay mark .251 (.000) -.246 (.000) .0.119 (ns) .247 (.000) .066 (ns) Essay mark Age Direct and indirect effects of Gender on essay mark

  21. The mediated model(cont) deep surface Total effect = -0.501 Direct effect = -0.421 Indirect effects = -0.080 -.131 (.099) -265 (.000) .251 (.003) .103 (.098) Total mark OP -.421 (.000) The 3P model provides insights into the mechanism of learning.

  22. Limitation of single-score approach • Effects of demographics (except OP) on academic performance are assessment specific. • Inconsistency of findings of input-output studies in economics education could be due to the use of a single measure of learning outcome.

  23. 6. Further Research • Can students accurately anticipate their learning approaches to exam essay? (A related question: Why is surface approach not related to exam essay mark?) • Learning approach  mark • or • Mark  self reported learning approach

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