A SIMULTANEOUS PRODUCTION FUNCTION OF STUDENT ACHIEVEMENT AND ATTITUDE IN PRINCIPLES OF ECONOMICS

This study investigated and analyzed the determinants of student achievement in and attitude towards economics in the principles of economics courses. This study was also a replication of previous research concerning cognitive-affective relationships in the production of achievement and attitudes in principles of economics.;The significant variables in macroeconomics were: age, sex, pre-knowledge in economics, financial aid recipient, credit hours, grade point average, major, class size, class duration and change in grade expectations. In the determination of student attitude towards economics in macroeconomics the significant variables were: sex, credit hours, hours spent studying economics, instructor's rating, major, course achievement, pre-attitude toward economics and change in grade expectations.;For achievement in microeconomics the following variables were significant: pre-knowledge in economics, credit hours, grade point average, post-attitude toward economics and class size. For student attitude towards economics in microeconomics the significant variables were: sex, instructor's rating, major, pre-attitude toward economics and change in grade expectation.;This study identified important relationships which resulted in greater student achievement and more favorable attitudes in college economics. This can be accomplished by affecting change within the significant variables that are controllable by the institution/instructor. Class size and class duration are controllable by the institution. Smaller classes and longer classes would tend to produce greater achievement in macroeconomics. Instructors can influence student grade expectation by informing them that economics is difficult and will require greater study and class attendance. Improved achievement in macroeconomics had enhanced attitude in macroeconomics and achievement in microeconomics. The more favorable attitudes in macroeconomics tended to improve attitudes in microeconomics. This inter-relationship produced greater achievement in microeconomics since attitude in microeconomics was a significant determinant of achievement.;The data for this study was collected from 1114 students. Two-stage least squares regression using two simultaneous equations was the estimation procedure employed.