Improving Economic Understanding of Students in Junior College Economic Principles Courses

The purpose of this study was to compare two teaching methods: Method One (control), a conventional lecture textbook method; and Method Two (experimental), one based on current event readings with lectures and class discussions. This study was also designed to show any discoverable improvement in students’ understanding in junior college economics attributable to the teaching method and whether such learning is influenced by the personality dimensions of the teachers or students, students’ age, sex, high school grade point average, previous economic education, interest or lack of interest in economics, the course being required or elected, Scholastic Aptitude Test (SAT) score in math, Scholastic Aptitude Test (SAT) score in verbal skills, combined math and verbal SAT scores, or major course of study.