What Matters In Economics Teaching And Learning? A Case Study Of An Introductory Macroeconomics Course In South Africa

J. D. Snowball, M. K. Wilson
2011 Journal of College Teaching & Learning (TLC)  
In many universities, economics lecturers now face the challenge of dealing with large, diverse classes, especially at undergraduate level. A common concern is the non-attendance at lectures of unmotivated (conscript) students. Poor lecture quality, as reflected in student evaluations of teaching (SETs), is often blamed for lack of attendance and consequent poor performance. This paper presents the results of a student assessment of a macroeconomics 1 course, coupled with a self-assessment of
more » ... eir own input into the course. The results obtained, using econometric models, suggest that students inputs and attitudes to the course are equally, or more, important than lecture attendance itself.
doi:10.19030/tlc.v3i11.1659 fatcat:xuxynjlp6ncq7j3onnc25kcbyy