Title: Effects of classroom experiments on student learning outcomes and attendance

Authors: Tin-Chun Lin

Addresses: School of Business and Economics, Indiana University – Northwest, 3400 Broadway, Gary, IN 46408, USA

Abstract: The objective of this study was to investigate the impacts of classroom experiments on students' attendance and learning achievement. Data were collected from undergraduate students in Introductory Microeconomics classes in spring and fall 2016 at a public university in the Midwest. We constructed econometric models and adopted the ordinary least squares (OLS) method to examine three hypotheses: engagement in game-play experiments in the classroom enhances students' attendance; weaker students are most likely to increase their attendance when engaged in these experiments; and classroom experiments improve students' learning outcomes. Our findings sustain these hypotheses, suggesting that classroom experiments are a fun, lively, and creative method of teaching students, increasing their motivation to learn and improving their attendance and learning outcomes. While the design and offering of these experiments may require instructors to spend less time on lectures, overall, this activity may be a worthwhile way to enhance students' attendance, participation and learning.

Keywords: classroom experiments; lecture attendance; student learning.

DOI: 10.1504/IJEED.2020.104295

International Journal of Education Economics and Development, 2020 Vol.11 No.1, pp.76 - 93

Received: 05 Dec 2018
Accepted: 12 Jun 2019
Published online: 02 Jan 2020 *

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