Evaluating the impact of a web-based resource on student learning

Matthew Olczak*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review


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.

Original languageEnglish
Pages (from-to)156-169
Number of pages14
JournalInternational Review of Economics Education
Issue numberPart B
Early online date19 Nov 2013
Publication statusPublished - 2014

Bibliographical note

NOTICE: 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


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