AN ANALYSIS OF THE IMPACT OF PEDAGOGIC INTERVENTIONS IN FIRST-YEAR ACADEMIC DEVELOPMENT AND MAINSTREAM COURSES IN MICROECONOMICS

被引：9

作者：

Smith, Leonard C. ^{[1
]}

机构：

[1] Univ Cape Town, Ctr Higher Educ Dev, ZA-7700 Rondebosch, South Africa

来源：

SOUTH AFRICAN JOURNAL OF ECONOMICS | 2009年 / 77卷 / 01期

关键词：

I21; Academic development; student performance; South Africa; economic education; CLASS SIZE; PERFORMANCE; ECONOMICS; DETERMINANTS; PRINCIPLES; ATTENDANCE; SAMPLE; BIAS;

D O I：

10.1111/j.1813-6982.2009.01195.x

中图分类号：

F [经济];

学科分类号：

02 ;

摘要：

This paper analyses the impact of pedagogic interventions in first-year academic development and mainstream courses in microeconomics on students' performance in the final examination. The data for six cohorts, covering the years 1999 and 2001-2005, are pooled, and the Heckman two-part procedure is used to account for those students who started the course but did not write the final examination. The results suggest that the pedagogic interventions have a positive impact on the performance of academic development students relative to the mainstream cohort and on the performance of mainstream students.

引用

页码：162 / 178

页数：17

共 41 条

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