scholarly journals Results from the test of economic literacy in Germany and Japan: A critical discussion on the gender effect

2021 ◽  
Vol 20 (1) ◽  
pp. 48-68
Author(s):  
Roland Happ ◽  
Maki Kato ◽  
Ines Rüter
Keyword(s):  
Personal Characteristics ◽  
Critical Discussion ◽  
Gender Effect ◽  
Special Focus ◽  
Economic Knowledge ◽  
Economic Literacy ◽  
Test Of Economic Literacy ◽  
Economics Courses ◽  
Potential Methods ◽  
Beginning Students

University lecturers and coordinators of business and economics courses around the world are faced with the challenge that beginning students in these courses have heterogeneous entry conditions in terms of personal characteristics. This article focuses on the economic knowledge of German and Japanese beginning students in a business and economics degree programme. The German and Japanese versions of the US-American Test of Economic Literacy were used for the assessment of the economic knowledge of German ( N = 901) and Japanese ( N = 571) students. The TEL consists of 45 items in two questionnaire versions and is based on 20 globally accepted core standards of economics. The analyses in this paper are based on the total score of all 45 items of the TEL as well as the subscores for the 20 standards. A special focus of this paper is on gender-specific differences in economic knowledge. While gender has a strong effect on economic knowledge in Germany, only a small number of the core standards in Japan exhibit a difference between male and female test takers. The paper concludes by applying interpretative approaches to the different findings in both countries and suggests potential methods for further research on the gender effect in economics education.

scholarly journals Knowledge Growth, Academic Beliefs and Motivation of Students in Business and Economics - A longitudinal German Case Study

2018 ◽  
Vol 8 (2) ◽  
pp. 9 ◽  
Author(s):  
Martin Biewen ◽  
Roland Happ ◽  
Susanne Schmidt ◽  
Olga Zlatkin-Troitschanskaia
Keyword(s):  
Intrinsic Motivation ◽  
Epistemological Beliefs ◽  
Extrinsic Motivation ◽  
Economic Knowledge ◽  
Economic Literacy ◽  
Knowledge Growth ◽  
Academic Beliefs ◽  
Test Of Economic Literacy ◽  
The Relationship

In this study we examine the determinants of and the relationship among economic knowledge, epistemological beliefs, and extrinsic and intrinsic motivation over the course of undergraduate studies in a sample of students of business and economics at a university in Germany. We found economic knowledge increased over the course of studies, extrinsic and intrinsic motivation declined, and students became more skeptical in their epistemological beliefs about the objectivity of economic content being taught in their courses. The students’ level of economic knowledge was related to intrinsic motivation but unrelated to extrinsic motivation and epistemological beliefs. Furthermore, the students’ tendency to become more skeptical over the course of their studies was mitigated by high levels of extrinsic motivation. The use of internationally established assessments such as the Test of Economic Literacy, developed by the Council of Economics Education, enables implications for higher education business and economics programs at the international level to be drawn from our findings. 

Student Quantitative Literacy: Importance, Measurement, and Correlation with Economic Literacy

2005 ◽  
Vol 49 (1) ◽  
pp. 49-65 ◽  
Author(s):  
Peter W. Schuhmann ◽  
KimMarie McGoldrick ◽  
Robert T. Burrus
Keyword(s):  
Important Determinant ◽  
Quantitative Literacy ◽  
Economic Knowledge ◽  
Economic Literacy ◽  
Impact Performance ◽  
Quantitative Skills ◽  
Research Questions ◽  
And Performance ◽  
Economics Courses ◽  
Math Aptitude

The importance of quantitative skills in learning economics cannot be overstated. Many previous studies have attempted to measure the degree to which such skills impact performance in economics classes. Typically these studies have relied on a proxy for measuring quantitative skills, such as the number and type of math courses a student has completed. Yet it is the proficiency in math rather than the exposure to it that is expected to impact the learning of economics and performance in economics courses. In this paper we use a pre and post course math quiz to address two major research questions. First, we examine the degree to which students who have greater math aptitude also have a better grasp of basic economics concepts prior to taking a principles of economics course. Second, we explore the degree to which this math aptitude is correlated with higher economic learning. Our results indicate that (prior to taking a principles of economics course) students do not fare well on simple quantitative questions and hence do not possess an adequate working knowledge of the “language” we often speak during our economics courses. Our analysis shows, however, that quantitative literacy is a very important determinant of economic literacy in both the pre and post course surveys. More specifically, we have shown that having skills such as being able to solve a system of equations and compute a percentage, and being able to interpret increases and decreases on a graph will lead to higher economic knowledge at the end of the semester.

The relationship among gender, interest in economic topics, media use, and the economic knowledge of students at vocational schools

2019 ◽  
Vol 18 (3) ◽  
pp. 143-157 ◽  
Author(s):  
Manuel Förster ◽  
Roland Happ
Keyword(s):  
Gender Gap ◽  
Media Use ◽  
Economic Education ◽  
Male Students ◽  
Vocational Schools ◽  
Economic Knowledge ◽  
Economic Literacy ◽  
Test Of Economic Literacy ◽  
Long Time ◽  
State Of Research

The results of numerous studies indicate that male students achieve better results on economic knowledge tests than their female classmates. Although this phenomenon has been known for a long time, the gender-specific mechanisms of this gap have not been explored in depth. According to social and educational scientific theories and the current state of research, interest and media use could be related to gender. In this study, we administered a German adaption of the internationally accepted Test of Economic Literacy to explore the gender gap in the economic knowledge of 983 students from 62 classes at 7 vocational secondary schools and commercial vocational schools specializing in business and economics in Germany to determine whether it is significantly influenced by interest and media use. The results indicate that a considerable part of the gender gap can be clarified by effects of interest in economic topics and the use of media to research them. Implications for social and economic education are discussed.

scholarly journals Economic Literacy or Economic Ideology?

1991 ◽  
Vol 5 (3) ◽  
pp. 157-165 ◽  
Author(s):  
Julie A Nelson ◽  
Steven M Sheffrin
Keyword(s):  
Data Bank ◽  
Economic Education ◽  
Choice Test ◽  
Economic Literacy ◽  
Thought Pattern ◽  
Before And After ◽  
Test Of Economic Literacy ◽  
Economics Courses ◽  
Economic Understanding ◽  
Advisory Role

The Test of Economic Literacy (TEL), is a standardized multiple choice test developed under the auspices of the Joint Council on Economic Education with esteemed economists in an advisory role. The Test of Economic Literacy (TEL) is administered in many high school economics courses both to measure economic understanding and to monitor the effectiveness of teaching. We found that some of the questions in the test have a pronounced ideological slant. We view the biases in the TEL as characteristic vices of economists. In their weaker moments, economists can slip into a thought pattern which glorifies laissez-faire microeconomics while at the same time favoring Keynesian interventionist macroeconomics; this is precisely the bias of the TEL. The next two sections examine the ideological components of the microeconomics and macroeconomics respectively. For each part, we present a few of the questions and discuss their ideological content. For the micro part, we use the TEL data bank to analyze a matched sample of students who took the test before and after a course in economics. This empirical exercise allows us to address the questions in the title of the paper: what is taught and measured, literacy or ideology?

scholarly journals A Flawed Ideological Critique

1991 ◽  
Vol 5 (3) ◽  
pp. 167-173 ◽  
Author(s):  
William B Walstad
Keyword(s):  
High School ◽  
High School Students ◽  
Item Analysis ◽  
Achievement Test ◽  
Economic Literacy ◽  
Multiple Choice Questions ◽  
School Students ◽  
Psychometric Data ◽  
Test Of Economic Literacy ◽  
Careful Assessment

In their critique of the Test of Economic Literacy (TEL), Nelson and Sheffrin draw the conclusion that the TEL is an ideological test. In making their case, however, they neglect to cite the TEL Examiner's Manual by John Soper and myself (1987). In the 67 pages of that achievement test manual are the multiple choice questions, written rationales for the correct answers, explanations of the test development and structure, psychometric data, item analysis, and instructions on test administration and use. This information is necessary for anyone making a careful assessment of the test or using it with high school students. A brief description of the development and major features of the TEL is also necessary for analyzing the critics' complaints about TEL questions. The TEL is not perfect, but the charge that the TEL is an ideological test, however, is an extreme one and without foundation.

scholarly journals Economic Literacy: Does It Matter for Policy Understanding?

2019 ◽  
Vol 10 (5) ◽  
pp. 104
Author(s):  
Ramlee Ismail ◽  
Mohd Yahya Mohd Hussin ◽  
Fidlizan Muhammad
Keyword(s):  
Economic Growth ◽  
Economic Policy ◽  
Human Capital ◽  
Positive Relationship ◽  
Economic Policies ◽  
Economic Knowledge ◽  
Economic Literacy ◽  
Developed Nations ◽  
Vital Factor

The quality of human capital is indispensable for economic growth and sustainability. The developed nations have shown evidence of a positive relationship between education and economic development. In all respects, a better understanding of economics among citizens has led to more efficiency in implementing economic policies. In this paper, we explore a possible relationship between economic literacy and policy understanding. Policy knowledge, interest and explanation are measured through policy understanding. This study used the students’ teachers as a sample and found that economic literacy was below 50 per cent. Meanwhile, the level of policy understanding was moderate. Interestingly, our findings showed that economic literacy is not strongly associated with economic policy understanding. Policy interest appeared as an important element for policy understanding among the sample. In a volatile economic environment, the level of economic knowledge among the population is a vital factor for the implementation of economic policies. A further investigation must be conducted to assess this issue.

scholarly journals Effect of Economic Literacy and Conformity on Student Consumptive Behaviour

2018 ◽  
Vol 13 (2) ◽  
pp. 198-207
Author(s):  
Siti Nurjanah ◽  
Risca Zaqia Ilma ◽  
Suparno Suparno
Keyword(s):  
Random Sampling ◽  
Research Method ◽  
Consumer Behaviour ◽  
Sampling Technique ◽  
Negative Influence ◽  
Coefficient Of Determination ◽  
Economic Knowledge ◽  
Economic Literacy ◽  
High Level ◽  
11Th Grade

This study aims to determine the effect of economic literacy and conformity to consumer behavior. The research method used is a survey. The population in this study were MAN 3 Jakarta students with an affordable population of IIS and MIA 11th grade students totaling 150 students.The research aims to determine the effect of economic literacy and conformity on consumer behaviour. The research method used was a survey. The population in this study were MAN 3 Jakarta students with an affordable population of IIS and MIA 11th grade students totaling 150 students. The sampling technique was the Proportional Random Sampling with 105 respondents. The sampling technique used proportional random sampling. Based on the analysis of the requirements test, the data was normally distributed and had a linear relationship. The regression equation obtained is Ý = 23.908 - 0.430 X1 + 0.648 X2. Based on the test coefficient of determination, economic literacy and conformity have an effect on consumers by 29%. The lack of students’ understanding of basic economic concepts such as the difficulty of students managing their finances because they prioritize their wants rather than needs. Students who often spend time with their friends and easily influenced by their friends and have low economic knowledge and understanding, will tend to be easier to have a high level of consumer behaviour. Conclusion of the research stated there was negative influence of economics literacy to the consumptive behaviour on MAN students, meanwhile the conformity has a significant positive effect on that.

scholarly journals Multilevel Analysis of Economic Literacy among International Students

2020 ◽  
Vol 11 (3) ◽  
Author(s):  
Franziska Reinhardt ◽  
Olga Zlatkin-Troitschanskaia ◽  
Roland Happ ◽  
Sarah Nell-Müller
Keyword(s):  
International Students ◽  
International Student ◽  
Student Mobility ◽  
Dropping Out ◽  
Economic Literacy ◽  
Refugee Students ◽  
Specific Effects ◽  
International Assessment ◽  
Beginning Students ◽  
Country Specific

International student mobility has increased in the past years. The inclusion of a highly heterogeneous group of students requires updated recruitment and admission strategies. A particularly vulnerable group of international students are refugees, who have an exceptionally high risk of dropping out of their studies. We present an entrance assessment of incoming international students from 77 countries who are at the beginning of their studies in Germany. Based on this unique sample, we examine (i) whether there are systematic country-specific effects on the economic literacy of beginning students of business and economics and (ii) whether refugee students differ from the group of international students. The results show that refugee students have a higher level of economic literacy although their country-specific prerequisites are worse. Hence, the results highlight the high relevance of an international assessment of heterogeneous vulnerable learner groups to promote their integration into the increasingly internationalized higher education sector.

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