This paper reports on an experiment of using a publisher provided web-based resource to make available a series of optional practice quizzes and other supplementary material to all students taking a first year introductory microeconomics module. The empirical analysis evaluates the impact these supplementary resources had on student learning. First, we investigate which students decided to make use of the resources. Then, we analyse the impact this decision has on their subsequent performance in the examination at the end of the module. The results show that, even after taking into account the possibility of self-selection bias, using the web-based resource had a significant positive effect on student learning.
Bibliographical noteNOTICE: this is the author’s version of a work that was accepted for publication in International review of economics education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Olczak, M, 'Evaluating the impact of a web-based resource on student learning' International review of economics education, vol 16, part B (2014) http://dx.doi.org/10.1016/j.iree.2013.10.008
- computer assisted assessment
- self-selection bias
- web-based resource