The Effect of Quantitative Prerequisites on Performance in Intermediate Microeconomics

Journal of Education for Business

Volumn 72, Issue 1, 1996, Pages 18-22

  Von Allmen, Peter ^a  

^a MORAVIAN COLLEGE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0039224719     PISSN: 08832323     EISSN: 19403356     Source Type: Journal    
DOI: 10.1080/08832323.1996.10116820     Document Type: Article

References (8)

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2. Butler, J. S., Finegan, T. A., and Siegfried, J. J., 1994. Does more calculus improve student learning in intermediate micro and macro economic theory?. American Economic Review, 84 (May): 206–210.
3. Hansen, W. L., 1986. What knowledge is most worth knowing—For economics majors?. American Economic Review, 76 (May): 149–152.
4. Raimondo, H. J., Esposito, L., and Gershenberg, I., 1990. Introductory class size and student performance in intermediate theory courses. Journal of Economic Education, 21 (Fall): 369–381.
5. Salvatore, D., 1994. Microeconomics (), 2nd ed., New York: Harper Collins College Publishers.
6. Sevilla, A., and Somers, K., 1993. Integrating pre-calculus review with the first course in calculus. Primus, III: 35–41. (March)
7. Siegfried, J. J., Bartlett, R. L., Hansen, W. L., Kelley, A. C., McCloskey, D. N., and Tietenberg, T. H., 1991. The status and prospects of the economics major. Journal of Economic Education, 22 (Summer): 197–224.
8. von Allmen, P., Dunn, D. S., and Deeds, W. C., Evaluating two liberal arts curricula: An initial assessment of comparative performance. Interdisciplinary curricula. general education, and liberal learning. Edited by: Kelder, R., pp. 70–77. Selected Papers from the Third Annual Conference of the Institute for the Study of Postsecondary Pedagogy, New Paltz, NY.