Teaching undergraduate econometrics: a suggestion for fundamental change

Article Abstract:

Economics teachers should take care in teaching computation fundamentals to undergraduate students as this will encourage them to think more critically and not just understand formulas. Fundamentals to be considered include sampling distribution, use of Monte Carlo studies in characterizing sampling distributions and assigning students to investigate specific applications of Monte Carlo studies on econometric questions.

Research and Development in the Physical, Engineering, and Life Sciences, Statistics, Econometrics, Statistical sampling, Sampling (Statistics), Monte Carlo method, Monte Carlo methods, Statistics (Mathematics)

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Does pedagogy vary with class size in introductory economics?

Article Abstract:

The third edition of the Test of Understanding College Economics (TUCE III) generated a data set that covered macro and microeconomic courses handled by 131 different teachers across 53 colleges in 1989-1990. TUCE III is evaluated to determine possible changes in instructional quality as class size varies. No significant evidence was found to establish pedagogical differences in class size changes.

Research, Education, Economics, Teaching, College students

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Eight reasons why real versus nominal interest rates is the most important concept in macroeconomics principles courses

Article Abstract:

The difference between nominal and real interest rates is important in understanding macroeconomic events as they are represented in news items.

United States, Interest Rates, Economic aspects, Macroeconomics

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