Economics students’ perceptions of their learning context

Abstract

Since the late 1960s, economics educators have carried out many research studies designed to explain variations in learning outcomes in economics. Most of these have utilised the input-output approach. Underpinning this approach is the assumption that there is a direct connection between learning inputs and learning output. However, the results obtained in these studies have mostly been found to be inconsistent. This paper argues for a re-focusing of research on the process of learning in economics. It reports on the development of an instrument to measure economics students’ perceptions of key elements of their learning context. Confirmatory factor analysis validates a four-factor model. Differences in students’ perceptions of three economics units in this study will also be discussed.