Title: Using data-driven hands-on projects in economics courses: does this really benefit students?

Authors: Emma Bojinova; Gil Kim

Addresses: Department of Agricultural and Resource Economics, University of Connecticut, Wilfred B. Young Building, Unit 4021, 1376 Storrs Road, Storrs, CT 06269-4021, USA ' Department of Economics, California State University, Fresno, 5245 North Backer Ave., Fresno, CA 93740, USA

Abstract: Two of the most important skills required at the workplace for economics and business majors are the ability to analyse data and to utilise data analysis software like Excel and Google Sheets. To meet these two essential needs, we have conducted two hands-on projects using Federal Reserve Economic Data (FRED) and reading assignments in three upper-level undergraduate economics courses at two public US universities. We examine the benefits of such projects on student learning through both quantitative and qualitative measures, such as pre-and post-tests, regression analysis, and the feedback received from the end-of-semester survey. Results from the different assessments provide evidence for the improved student analytical and critical thinking skills, as well as student learning of the chosen topics. This approach also makes the classroom environment more engaging, motivative, and inclusive.

Keywords: active learning; data; teaching innovations; hands-on projects; Excel; Google Sheets; economics education; assessment of learning.

DOI: 10.1504/IJPEE.2026.156009

International Journal of Pluralism and Economics Education, 2026 Vol.16 No.2, pp.156 - 185

Received: 19 Sep 2024
Accepted: 05 Jun 2025
Published online: 01 Sep 2026 *

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