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Student progress and self-assessment in economics.

Show simple item record Leshoro LA, / Robinson, Zurika Uys, M.D. 2019-09-19T12:13:10Z 2019-09-19T12:13:10Z 2017
dc.identifier.citation Leshoro, T. L., Robinson, Z. and Uys, M.D. 2017. Student progress and self-assessment in economics. Journal of economics and economic education research, 18 (1): 1-16. en
dc.identifier.issn 1533-3604
dc.description.abstract The study follows up on previous studies and provides insights into the factors that best explain student success in economics and appropriate pedagogic intervention such as self-assessment is suggested. Undergraduate third year economics students’ results are taken as the yardstick both for monetary and public economics. The findings suggest that the final marks of macro and microeconomics have a significant impact on the results of third year economics. Other factors such as assignment marks, module repeats, full or part-time studies and age also played a role. The results re-affirm the importance and influence of macro and microeconomics as base knowledge for undergraduate and future graduate work. Blended and e-learning interventions such as vodcasts were added as remedy and self-assessment is suggested to supplement assignments for future classes. en
dc.language.iso en en
dc.publisher Journal of economics and ecoomic education research en
dc.subject Self-Assessment en
dc.subject Student Progress en
dc.subject Public Economics en
dc.title Student progress and self-assessment in economics. en
dc.type Article en
dc.description.department Economics en

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