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The Impact of Problem Sets on Student Learning.

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Title: The Impact of Problem Sets on Student Learning.
Authors: Kim, MyeongHwan1 (AUTHOR) kimm@ipfw.edu, Cho, Moon-Heum2 (AUTHOR), Leonard, KarenMoustafa1 (AUTHOR)
Source: Journal of Education for Business. May/Jun2012, Vol. 87 Issue 3, p185-192. 8p. 6 Charts.
Subject Terms: *Problem sets (Education), *Higher education, *Microeconomics education, *Economics students, *College students, *Learning, *Economics teachers, Multiple regression analysis
Abstract: The authors examined the role of problem sets on student learning in university microeconomics. A total of 126 students participated in the study in consecutive years. independent samples t test showed that students who were not given answer keys outperformed students who were given answer keys. Multiple regression analysis showed that, along with pre-GPA and student major, a problem set with or without answer key significantly explained student learning in economics. The authors discuss the role of answer keys and implications for teaching university economics courses. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Education for Business is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: The Impact of Problem Sets on Student Learning.
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  Data: <searchLink fieldCode="AR" term="%22Kim%2C+MyeongHwan%22">Kim, MyeongHwan</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> kimm@ipfw.edu</i><br /><searchLink fieldCode="AR" term="%22Cho%2C+Moon-Heum%22">Cho, Moon-Heum</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Leonard%2C+KarenMoustafa%22">Leonard, KarenMoustafa</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Education+for+Business%22">Journal of Education for Business</searchLink>. May/Jun2012, Vol. 87 Issue 3, p185-192. 8p. 6 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Problem+sets+%28Education%29%22">Problem sets (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Microeconomics+education%22">Microeconomics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Economics+students%22">Economics students</searchLink><br />*<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Economics+teachers%22">Economics teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+regression+analysis%22">Multiple regression analysis</searchLink>
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  Label: Abstract
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  Data: The authors examined the role of problem sets on student learning in university microeconomics. A total of 126 students participated in the study in consecutive years. independent samples t test showed that students who were not given answer keys outperformed students who were given answer keys. Multiple regression analysis showed that, along with pre-GPA and student major, a problem set with or without answer key significantly explained student learning in economics. The authors discuss the role of answer keys and implications for teaching university economics courses. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Education for Business is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=71114990
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/08832323.2011.586380
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      – Code: eng
        Text: English
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        PageCount: 8
        StartPage: 185
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      – SubjectFull: Problem sets (Education)
        Type: general
      – SubjectFull: Higher education
        Type: general
      – SubjectFull: Microeconomics education
        Type: general
      – SubjectFull: Economics students
        Type: general
      – SubjectFull: College students
        Type: general
      – SubjectFull: Learning
        Type: general
      – SubjectFull: Economics teachers
        Type: general
      – SubjectFull: Multiple regression analysis
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      – TitleFull: The Impact of Problem Sets on Student Learning.
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            NameFull: Kim, MyeongHwan
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            NameFull: Cho, Moon-Heum
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            NameFull: Leonard, KarenMoustafa
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            – D: 01
              M: 05
              Text: May/Jun2012
              Type: published
              Y: 2012
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