Large-Class Retention: The Effects of Method in Macroeconomics

This article deals with some of the same questions addressed by Kohen and Kipps in their article in this issue. There were important differences, however, in the approach to teaching economics; and these authors focus on some aspects of the retention issue not dealt with by the others. Class size was considered by Craig, O'Neill, and Elfner; and student attitude toward economics was also taken into account. Teachers who are interested in the lasting effects of economics instruction will want to study both articles very carefully.