Abstract
The economics and finance education literature includes a growing collection of active learning exercises that are an increasingly important part of the educator's toolkit. At the core of many exercises are incentives that either encourage competition or foster cooperation. Significant research in the educational psychology literature demonstrates that female students are more receptive to a collaborative learning environment. This paper presents results from an experiment investigating the learning implications of cooperative and competitive active learning exercises in the economics classroom. Findings suggest a gendered performance response to incentives in classroom activities and encourage further study on the topic.
Recommended Citation
(2026)
"The Interaction of Gender and Incentives in Active Learning: An Experimental Investigation,"
Journal of Economics and Finance Education: Vol. 22:
Iss.
1, Article 1.
Available at:
https://scholarship.rollins.edu/jefe/vol22/iss1/1
