The Effects of Mathematics Background on Student Learning in Principles of Economics

Cohn, Elchanan; Cohn, Sharon; Balch, Donald C.; Bradley, James

doi:10.1080/08832329809601655

Cited by 29 publications

(13 citation statements)

References 18 publications

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“…McCoy and Milkman, 1992;Butler, Finegan and Siegfried, 1994;Laband and Piette, 1995). However, one study found that neither university maths courses, nor the score on a Maths Skills Test, had any significant benefit for economics achievement (Cohn, Cohn, Hult, Balch, and Bradley, 1998). Although their findings were robust to alternative model specifications, the main criticism of this study is the relatively small sample employed, namely 126 undergraduate students.…”

Section: (B) Student Quantitative and Verbal Abilitymentioning

confidence: 69%

“…A study by Attiyeh, Johnston, Lumsden and Ritchie (1971) and a survey by Siegfried and Fels (1979) found that neither age nor year at university were important predictors of economics knowledge at the introductory level. However, many subsequent studies have found otherwise (Barr and Carr, 1980;Manahan, 1983;Cohn, Cohn and Bradley, 1995). Bonello, Swartz and Davison (1983), Watts and Lynch (1989) and Watts and Bosshardt (1991) found that first-year students were at a significant academic disadvantage relative to their more experienced classmates.…”

Section: (D) Student Agementioning

confidence: 99%

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The Effect of Student Characteristics on Achievement in Introductory Microeconomics in South Africa

Parker

2006

South African J Economics

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This paper uses OLS regression analysis to examine the effect of student characteristics on performance in Introductory Microeconomics at five South African universities. No consistent race-effects were found, but Indian students performed significantly worse than Whites at historically-White universities. Male students outperformed females in general. Older students did better at the historically-White institutions only. At one university, Black students who speak English as their home language outperformed those who are non-English speakers. Students who devoted more time to study outside formal classes did better in general. Greater verbal and mathematical ability had large and significant positive effects on student achievement. Copyright (c) 2006 The Author. Journal compilation (c) 2006 Economic Society of South Africa.

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Section: (B) Student Quantitative and Verbal Abilitymentioning

confidence: 69%

Section: (D) Student Agementioning

confidence: 99%

The Effect of Student Characteristics on Achievement in Introductory Microeconomics in South Africa

Parker

2006

South African J Economics

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“…Not all studies point to the importance of basic mathematical skills, however, in influencing or predicting performance in university business curriculum courses. In a study by Cohn, et al (1998), results do not indicate a need for math prerequisites for principles of economics courses. They found no significant effects of a math background on learning/performance in a principles of economics course.…”

Section: Review Of Literaturementioning

confidence: 79%

“…In the early 1990's, Luther S. Williams, director of education and human resources for the National Sciences Foundation, noted that "beyond any doubt, our students are not even near the best in either science or mathematical skills." 1 It is reasonable to assume that deficiencies in basic skill areas can impede a student's learning ability and potential. Of prime concern for university educators and administrators is the skill level of their entering freshmen.…”

Section: Introductionmentioning

confidence: 99%

Have Basic Mathematical Skills Grown Obsolete In The Computer Age: Assessing Basic Mathematical Skills And Forecasting Performance In A Business Statistics Course

Noser

Tanner

Shah

2008

TLC

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The purpose of this study was to measure the comprehension of basic mathematical skills of students enrolled in statistics classes at a large regional university, and to determine if the scores earned on a basic math skills test are useful in forecasting student performance in these statistics classes, and to determine if students’ basic math skills have changed over time. The results showed that 22 percent of the students’ final grades in business statistics courses were explained by their scores on this skills test. These findings may be of use to statistics faculty in identifying students who experience difficulties in these courses in the future. The current students’ scores were compared to scores from a test previously given to students in 1992/1993. The students from the first group had significantly higher scores than the current group of students.

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“…However, these studies are all single-site and, as in the science studies above, there are researchers who do not find the same results particularly when focused on other aspects of the curriculum (e.g. Cohn et al, 1998).…”

Section: Mathematics In Selected Social Sciences At the School-univermentioning

confidence: 99%

Mathematics in the disciplines at the transition to university

McAlinden

Noyes

2018

Teaching Mathematics and Its Applications: An International Journal of the IMA

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Mathematics education is highly valued in advanced economies due to its role in developing skilled workforces, economic resilience and social wellbeing. However, university academics across disciplines regularly bemoan undergraduate students' under-preparedness for the mathematical and quantitative demands of undergraduate degree programmes. In this paper we consider this issue. We begin with a research synthesis of relevant literatures on mathematics within university study in the natural sciences (physics, chemistry and biology) and social sciences (economics, geography, psychology) that highlights the international nature of this problem. We then develop an historical national case study of how mathematics for preuniversity study in England has evolved, culminating in a recent policy move which mandates the assessment of mathematics within disciplines. Finally, by integrating these two distinct perspectives we discuss wider issues relating to mathematics for the transition to higher education.

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The Effects of Mathematics Background on Student Learning in Principles of Economics

Cited by 29 publications

References 18 publications

The Effect of Student Characteristics on Achievement in Introductory Microeconomics in South Africa

The Effect of Student Characteristics on Achievement in Introductory Microeconomics in South Africa

Have Basic Mathematical Skills Grown Obsolete In The Computer Age: Assessing Basic Mathematical Skills And Forecasting Performance In A Business Statistics Course

Mathematics in the disciplines at the transition to university

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