Abstract
Using a sample of 870 students in the College of Business at the University of Arkansas at Little Rock, we look at the question of whether and to what extent Macro-Micro course sequencing affects student performance in principles of economics. We find that the optimal sequencing involves having students take the two principles of economics classes concurrently. In addition, consistent with most prior research, we find that grade point average, major, and to some extent ethnicity and gender are significantly related to performance in one or both of the principles of economics classes.
Recommended Citation
Terry, Andy and Galchus, Ken
(2003)
"Does Macro/Micro Course Sequencing Affect Student Performance in Principles of Economics Courses?,"
Journal of Economics and Finance Education: Vol. 2:
Iss.
2, Article 5.
Available at:
https://scholarship.rollins.edu/jefe/vol2/iss2/5
