DOES GENDER, CLASS STANDING, AND HIGH SCHOOL ECONOMICS INFLUENCE STUDENTS' ECONOMIC LEARNING

This paper investigates how gender, maturity of the student, and previous economics study in high school contribute to economic learning. Economic learning is measured using the difference between pre- and post-test scores. OLS results suggest that high school economics plays a larger role in economic learning than either gender or maturity.


Issue Date:
1999
Publication Type:
Conference Paper/ Presentation
PURL Identifier:
http://purl.umn.edu/35699
Total Pages:
13
Series Statement:
Selected Paper of the 1999 Annual Meeting, July 11-14, 1999, Fargo, North Dakota




 Record created 2017-04-01, last modified 2017-08-25

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