The Impact of Student-Centered Teaching Strategies on Educational Attainment in Econometrics: Evidence from the UK

Imran Hussein Shah; Audrey Au Youn Lyn; Guillaume Maxence Augustin  Morlet; Ladina  Rageth

doi:10.1177/21582440241240844

The Impact of Student-Centered Teaching Strategies on Educational Attainment in Econometrics: Evidence from the UK

Imran Hussein Shah, Audrey Au Youn Lyn, Guillaume Maxence Augustin Morlet, Ladina Rageth

Department of Economics

ETH Zürich

Research output: Contribution to journal › Article › peer-review

1 Citation (SciVal)

Abstract

This paper investigates the impact of student-centered teaching strategies (SCTS) on the educational attainment of econometrics students, at a university based in the UK. Theoretical foundations underlying the usage of SCTS suggest that SCTS is better for students’ long-term recall, comprehension, problem-solving abilities and interest in the subject. Yet, most existing studies have only examined short-run outcomes, and none in technical social-science fields. We contribute to the literature by empirically analyzing whether SCTS affects the long-term learning outcomes for a STEM-related social-science subject like econometrics, by comparing the impact of SCTS with traditional teacher-centered strategies using a repeated cross-sectional sample spanning over four academic years. Our results provide robust evidence that SCTS is positively associated with students’ grades in the long run. Heterogeneity analyzes additionally indicate that female students and those in the upper quantiles of the grade-distribution disproportionately benefit more from SCTS.

Original language	English
Number of pages	15
Journal	Sage Open
Volume	14
Issue number	2
Early online date	1 Apr 2024
DOIs	https://doi.org/10.1177/21582440241240844
Publication status	Published - 1 Apr 2024

Data Availability Statement

The data for the study are extracted from the Board of Examination reports published by the Department of Economics, University of Bath. Some parts of the dataset containing students’ grades is confidential due to privacy and data protection regulations. However, the authors confirm that the data supporting the findings of this study are openly available in Mendeley: https://data.mendeley.com/drafts/dgygpns2hs (doi: 10.17632/dgygpns2hs.1)

Funding

The author(s) received no financial support for the research,authorship, and/or publication of this article.

Keywords

econometrics
educational attainment
international students
student performance
student-centered teaching strategies

ASJC Scopus subject areas

General Arts and Humanities
General Social Sciences

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10.1177/21582440241240844Licence: CC BY

Cite this

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title = "The Impact of Student-Centered Teaching Strategies on Educational Attainment in Econometrics: Evidence from the UK",

abstract = "This paper investigates the impact of student-centered teaching strategies (SCTS) on the educational attainment of econometrics students, at a university based in the UK. Theoretical foundations underlying the usage of SCTS suggest that SCTS is better for students{\textquoteright} long-term recall, comprehension, problem-solving abilities and interest in the subject. Yet, most existing studies have only examined short-run outcomes, and none in technical social-science fields. We contribute to the literature by empirically analyzing whether SCTS affects the long-term learning outcomes for a STEM-related social-science subject like econometrics, by comparing the impact of SCTS with traditional teacher-centered strategies using a repeated cross-sectional sample spanning over four academic years. Our results provide robust evidence that SCTS is positively associated with students{\textquoteright} grades in the long run. Heterogeneity analyzes additionally indicate that female students and those in the upper quantiles of the grade-distribution disproportionately benefit more from SCTS.",

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N2 - This paper investigates the impact of student-centered teaching strategies (SCTS) on the educational attainment of econometrics students, at a university based in the UK. Theoretical foundations underlying the usage of SCTS suggest that SCTS is better for students’ long-term recall, comprehension, problem-solving abilities and interest in the subject. Yet, most existing studies have only examined short-run outcomes, and none in technical social-science fields. We contribute to the literature by empirically analyzing whether SCTS affects the long-term learning outcomes for a STEM-related social-science subject like econometrics, by comparing the impact of SCTS with traditional teacher-centered strategies using a repeated cross-sectional sample spanning over four academic years. Our results provide robust evidence that SCTS is positively associated with students’ grades in the long run. Heterogeneity analyzes additionally indicate that female students and those in the upper quantiles of the grade-distribution disproportionately benefit more from SCTS.

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The Impact of Student-Centered Teaching Strategies on Educational Attainment in Econometrics: Evidence from the UK

Abstract

Data Availability Statement

Funding

Keywords

ASJC Scopus subject areas

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