Supplement11:Testinghypothesis examplesEcON1003:Analysisof EconomicDataSupplement11-1
ECON1003: Analysis of Economic Data Supplement11-1 Supplement 11: Testing hypothesis examples
RequiringaMathSkillsUnitPozo, Susan and Charles A. Stull (2006):"Requiring a Math SkillsUnit:Results of a Randomized Experiment," American EconomicReview,96(2):437-441.EcoN1oo3:Analysisof EconomicDataSupplement11-2
ECON1003: Analysis of Economic Data Supplement11-2 Requiring a Math Skills Unit ◼ Pozo, Susan and Charles A. Stull (2006): “Requiring a Math Skills Unit: Results of a Randomized Experiment,” American Economic Review, 96(2): 437-441
MathematicsmattersResearch spanning threedecades supportswhat many experiencedinstructorsofeconomicshavelongconcluded-mathmatters.Students withgreater mathematics preparationattain highertestscoresinintroductoryEconomicsBallard and Johnson (2004) find "mastery of extremely basicquantitative skills is among the most important factors forsuccess in introductory microeconomics."Mathematical competency reduces anxiety in economics classes(Mary Ellen Benedict and John Hoag, 2002).To the extent that anxiety may interfere with the cognitive process,an effective mechanism to correct for math deficiencies isdesirable.EcON1003:Analysis of Economic DataSupplement11-3
ECON1003: Analysis of Economic Data Supplement11-3 Mathematics matters ◼ Research spanning three decades supports what many experienced instructors of economics have long concluded—math matters. Students with greater mathematics preparation attain higher test scores in introductory Economics ◼ Ballard and Johnson (2004) find “mastery of extremely basic quantitative skills is among the most important factors for success in introductory microeconomics.” ◼ Mathematical competency reduces anxiety in economics classes (Mary Ellen Benedict and John Hoag, 2002). ◼ To the extent that anxiety may interfere with the cognitive process, an effective mechanism to correct for math deficiencies is desirable
In this paper reports on the results of a controlled experiment withrandom assignment, which tests whether giving a grade incentiveto complete a math skills unit results in higher overall achievementinintroductoryeconomics.EcON1003:AnalysisofEconomicDataSupplement11-4
ECON1003: Analysis of Economic Data Supplement11-4 ◼ In this paper reports on the results of a controlled experiment with random assignment, which tests whether giving a grade incentive to complete a math skills unit results in higher overall achievement in introductory economics
ExperimentaldesignThe experiment was performed with students enrolled in twosectionsofprinciplesofmacroeconomicstaughtbythesameprofessorduringthespring2004semesterat WesternMichiganUniversity, a large regional university located in Kalamazoo.The assignment to treatment or control group was determined byrandomizationand notby class sectionThe experiment included 273 students.EcON1003:Analysisof EconomicDataSupplement11-5
ECON1003: Analysis of Economic Data Supplement11-5 Experimental design ◼ The experiment was performed with students enrolled in two sections of principles of macroeconomics taught by the same professor during the spring 2004 semester at Western Michigan University, a large regional university located in Kalamazoo. ◼ The assignment to treatment or control group was determined by randomization and not by class section. ◼ The experiment included 273 students