Impacts of a Problem-Based Instruction Approach to Economics on High school Students
Data collection approach
The study includes strategies to examine teacher and student outcome and attitudinal measures. Each requires a specific data collection protocol to ensure the data are not compromised. The following data collection protocols were followed:
- Teacher outcome measures. For convenience, some data collection instruments, such as the treatment teachers' end of unit surveys and all teachers' end of year surveys, were available online (though teachers could choose to have instruments sent by mail) and communication was by both phone and email. Through such online administration, the study team could easily remind teachers by email and phone about outstanding data. The primary teacher knowledge outcome measure, the Test of Economic Literacy, was made available in paper through an arrangement between the REL West research team and the National Council for Economics Education. Teachers' pedagogical practices and their satisfaction with the problem-based economics curriculum are also being assessed as outcome measures; data were collected through survey administration.
- Student outcome measures. Student measures of economics content knowledge were administered by test proctors. The research team worked with school staff (counselors, principals, local proctors), to ensure that test administration (pre- and post-) followed explicit protocols provided in the Examiner's Manual of the Test of Economic Literacy. A checklist established the rules for opening the tests, verifying student identity, distributing surveys and tests, keeping time, and collecting final documents. At the end of the testing period, proctors sealed the materials and mailed them to REL West for scoring.