Coping with the Diversity of Student Aptitudes and Interests

In quantitative economics courses, teachers should motivate students in the very beginning by showing them the relevance of what they are about to study. One approach is to expose them to a finished product of econometric investigation and have them work with it to find answers to issues of current...

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Bibliographic Details
Published in:The American economic review 1987-05, Vol.77 (2), p.24-28
Main Author: Duggal, Vijaya G.
Format: Article
Language:English
Subjects:
Aptitude
Econometrics
Economic investment
Economic modeling
Economic models
Economic statistics
Economics
Economics education
Education
Education policy
Modeling
Quantitative statistical methods
Roles
Roundtable on Teaching Undergraduate Courses in Quantitative Methods
Sampling distributions
Simulations
Statistical methods
Students
Teachers
Techniques
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Summary:In quantitative economics courses, teachers should motivate students in the very beginning by showing them the relevance of what they are about to study. One approach is to expose them to a finished product of econometric investigation and have them work with it to find answers to issues of current policy. After an introductory presentation of a global view of modeling and its potential use in studying implications of possible policy changes, students should see a classroom demonstration of the effect of a change in some exogenous variables. In discussing estimation techniques, actual historical data the students already have been examining should be used. Doing certain types of exercises will aid in understanding the concepts being studied. Toward the end of the course, students should undertake independent study so that they have a chance to apply what they have learned.
ISSN:0002-8282
1944-7981