DT 16-25 Otra forma de enseñar microeconomía: Evaluación de impacto del proyecto CORE-ECON en la FCEA

Abstract

Taking advantage of a random assignment to a conventional introductory microeconomics course or to a course based on the CORE Project (Curriculum Open-Access Resources in Economics) in Uruguay, we provide causal evidence on the effects of CORE on students ‘academic experience, study practices and academic performance. Consistent with the project ‘s objectives, our results show that students assigned to CORE are 18% more likely than those in the traditional course to believe that the course contributed to their academic and professional formation. Furthermore, assignment to CORE reduces the probability of students paying for private microeconomics tutoring outside of school and increases both class attendance and the probability of study in group. Lastly, we do not observe systematic differences in course pass rates. We also find no significant differences in the simultaneous calculus course or an advanced microeconomics course. Therefore, we find no evidence of disadvantages in subsequent related courses of using CORE-based courses.

Key words: economics education, CORE-Project