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dc.contributor.authorGuest, Rossen_US
dc.contributor.authorVecchio, Nerinaen_US
dc.contributor.editorPeter Davies, Carol Johnstonen_US
dc.date.accessioned2017-05-03T13:21:33Z
dc.date.available2017-05-03T13:21:33Z
dc.date.issued2003en_US
dc.date.modified2008-02-06T05:18:23Z
dc.identifier.issn14773880en_US
dc.identifier.urihttp://hdl.handle.net/10072/6390
dc.description.abstractThis study examines the effect on learning outcomes for given topics in macroeconomics of conflating a two-semester micro and macroeconomics course into a one-semester combined micro/macro course by dropping some topics. A hypothesis that learning spillovers exist between topics is developed and tested. This is done by comparing examination results on a given set of multiple-choice questions for two large groups of students - one who had undertaken a single-semester course in macroeconomics and another who had undertaken a single-semester combined micro/macroeconomics course. In our sample, the latter group of students scored significantly less on average than the former group, after controlling for other factors, even though both had 'learned' the same topics that were examined. This suggests that positive learning spillovers do exist between topics and therefore that dropping some topics reduces the quality of learning outcomes on other topics. This has implications for the apparent trend towards reducing the mandatory number of economics units in business degrees in Australia from two to one.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent290128 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherUniversity of Bristolen_US
dc.publisher.placeUKen_US
dc.publisher.urihttp://www.economicsnetwork.ac.uk/iree/en_AU
dc.relation.ispartofpagefrom36en_US
dc.relation.ispartofpageto60en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalInternational Review of Economics Educationen_US
dc.relation.ispartofvolume1en_US
dc.subject.fieldofresearchcode330204en_US
dc.titleAre there learning spillovers in introductory macroeconomics?en_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyGriffith Business School, Department of Accounting, Finance and Economicsen_US
gro.rights.copyrightCopyright 2003 IREE. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher.en_AU
gro.date.issued2003
gro.hasfulltextFull Text


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