Does Active Learning Improve Student Performance? Results of a Quantity Theory Game

22 Pages Posted: 13 Dec 2006

See all articles by Philip Holleran

Philip Holleran

Radford University - College of Business and Economics

Barbara Taylor

Radford University - College of Business and Economics

George D. Santopietro

Radford University - College of Business and Economics

Date Written: November 2006

Abstract

We describe a game to illustrate the Quantity Theory of Money and test the marginal effect of this game on student learning. Specifically, we compared student performance on a quiz about the Quantity Theory in sections of Principles of Macroeconomics courses in which we played the game and then lectured on the Quantity Theory, to performance in sections of that course in which we gave only the conventional lecture. Mean quiz scores were not higher in the sections in which the game was played than in the other sections. The most striking effect of participation in the game was to increase the performance of stronger students while decreasing the performance of other students.

JEL Classification: A22

Suggested Citation

Holleran, Philip and Taylor, Barbara J. and Santopietro, George D., Does Active Learning Improve Student Performance? Results of a Quantity Theory Game (November 2006). Available at SSRN: https://ssrn.com/abstract=951244 or http://dx.doi.org/10.2139/ssrn.951244

Philip Holleran (Contact Author)

Radford University - College of Business and Economics ( email )

PO Box 6952
Radford, VA 24142
United States
540-831-6778 (Phone)
540-831-6209 (Fax)

Barbara J. Taylor

Radford University - College of Business and Economics ( email )

United States

George D. Santopietro

Radford University - College of Business and Economics ( email )

PO Box 6952
Radford, VA 24142
United States
540-831-5891 (Phone)

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