The Effects of Mathematics Background on Student Learning in Principles of Economics

Abstract

Abstract Data from two sections of principles of economics at the University of South Carolina during the Spring semester of 1995 were employed to test conflicting results in the literature regarding the effect of math background on learning. Two measures of math background and an expanded list of explanatory variables were used. After controlling for SAT scores and GPA, among other variables, we found no significant effects of math background on learning in principles of economics.