Student Preferences, Abilities, and Performance
The purpose of any model is to guide thought in the expectation that otherwise unforeseen insights about behavior may be detected. Models do not settle issues about anything; they only suggest possible explanations, predictions, and lines of inquiry, both empirical and theoretical. So it must be with our analysis of learning; our concern is with suggesting possible explanations for what is observed in the classroom which may not be deduced from other more conventional learning models. Overall, the analysis we develop indicates that more attention needs to be given to the student’s time allocation (in empirical education studies). In this chapter we explore student learning behavior with the choice model developed in Chapter 2; faculty choice behavior and its influence on the learning process of students is treated separately in chapters which follow.
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- 3.Allen C. Kelley, “The Student as a Utility Maximizer,”Journal of Economic Education (Spring 1975), pp. 82–92.Google Scholar
- 4.The analysis here follows Robert Staaf, “Student Performance and Changes in Learning Technology in Required Courses,” Journal of Economic Education (Spring 1972), pp. 124–129.Google Scholar