The Impact of Student-Centered Teaching Strategies on Educational Attainment in Econometrics: Evidence From the UK
Abstract
This study contributes to the literature by comparing the effectiveness of student-centered teaching strategies (SCTS) with traditional teacher-centered strategies using a repeated cross-sectional sample spanning over four academic years to investigate whether SCTS affects the long-term learning outcomes for a STEM-related social-science subject like econometrics. We specifically use a UK university as a case study to exploit a change in class organization wherein economics and management students are now enrolled in different econometrics courses. The results show that SCTS enhances students’ long-term econometrics performance by roughly 3% in comparison to the mean grade. This study implies that SCTS has a significant impact on the labor market’s ability to fill positions that are more technical and quantitative. Additionally, heterogeneity analyses show that female students and students in the higher quantiles of the grade distribution benefit disproportionately more from SCTS. As a result, it’s critical to recognize and apply the aspects of SCTS that are equally appealing to both genders. This finding carries important implications for the teaching of technical social-sciences, not just limited to econometrics, but also public policy courses that require causal evaluation of programs and laws. Show more
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https://doi.org/10.3929/ethz-b-000667778Publication status
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SAGE OpenVolume
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SAGESubject
student-centered teaching strategies; econometrics; student performance; international students; educational attainmentMore
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