John Hoag

Who's Afraid of Their Economics Classes? Why are Students Apprehensive about Introductory Economics Courses? An Empirical Investigation

This paper investigates why students are apprehensive about their principles of economics classes. Using data collected on 399 students from a large, midwestem public university in the 1998 academic year, the authors examine whether there are demographic differences in levels of apprehension and what are the reported reasons for apprehension. The study includes a descriptive analysis and a probit analysis and concludes that: (1) course reputation is the main reason reported by students as the reason for being apprehensive; (2) females tend to be more apprehensive than males; and (3) increased math ability reduces apprehension levels for males and females. The authors suggest that preparatory sessions for those students weak in mathematics and alternative teaching methodologies may reduce the level of apprehension in the introductory courses.

Calculus and Techniques of Optimization with Microeconomic Applications

This textbook is designed as a guide for students of mathematical economics, with the aim of providing them with a firm foundation for further studies in economics. A substantial portion of the mathematical tools required for the study of microeconomics at the graduate level is covered, in addition to the standard elements of microeconomics and various applications. Theorems and definitions are clearly explained with numerous exercises to complement the text and to help the student better understand and master the principles of mathematical economics.

What Influence Does Mathematics Preparation Have on Performance in First Economics Classes

Using data from a Midwestern university, the authors examine whether math preparation, as measured by the level of math preparation entrance exam for freshmen students and subsequent score on the exam, are associated with performance in ones first economics course. The results indicate that the type of exam is related to the grade received in economics, and that higher level math preparation from high school leads to higher probabilities of receiving As and Bs in the economics courses. The score on the preparation exam, however, does not have any relationship with the economics grade. When a control for college calculus or trigonometry was added to the model, the related coefficient was also statistically significant, but when grades in math classes were added, the coefficients on the calculus/trig course and the grades were not significant. The authors conclude that mathematical maturity may be the relevant causal factor in ones first economic course performance.

What Really Happens in the Solow Model: Technological Progress Versus Population Growth?

We develop a graphical framework that allows students to easily see that a change in the growth rate of population and the growth rate of efficiency of labor have different impacts on the time path of capital and output per unit of labor.