Further Evidence on the Value of Lectures in Elementary Economics

Buckles and McMahon have designed an experiment which can be used in all types of colleges to provide evidence on the best methods of teaching elementary economics. They have tested the hypothesis that class lectures which do no more than recapitulate assigned readings fail to help students learn elementary microeconomic theory. Grade point average and performance on the TUCE pretest were found to be important variables, but attendance at lectures was not. The authors discuss the implications of their findings and suggest further research efforts.