Estimating the Effect of Peer Assisted Study on Student Grades in Economics

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Author(s)
Despotovic, William Vuk
McPhail, Ruth
Rohde, Nicholas
Year published
2016
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This paper estimates the effect of student led Peer Assisted Study Sessions (P.A.S.S.) on student grades in economics – a program now offered in over 1800 institutes worldwide. P.A.S.S. sessions are voluntary, therefore students who attend are likely to be endogenously selected and thus comparing average grades of attending students leads to bias in the reported effectiveness of the program. Using exogenous timetabling restrictions and the promotion of the course by teaching staff as instrumental variables, we estimate that a single session raises a student’s final grade by around 3.2 percentage points.This paper estimates the effect of student led Peer Assisted Study Sessions (P.A.S.S.) on student grades in economics – a program now offered in over 1800 institutes worldwide. P.A.S.S. sessions are voluntary, therefore students who attend are likely to be endogenously selected and thus comparing average grades of attending students leads to bias in the reported effectiveness of the program. Using exogenous timetabling restrictions and the promotion of the course by teaching staff as instrumental variables, we estimate that a single session raises a student’s final grade by around 3.2 percentage points.
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Journal Title
Empirical Economics Letters
Volume
15
Issue
2
Publisher URI
Copyright Statement
© 2016 Rajshahi University. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Subject
Higher Education
Economic Theory
Applied Economics
Econometrics