Teaching tax principles and policy: comparing the single textbook and wider reading approaches

Abstract

This study set out to test the relative merits and desirability of teaching tax principles and policy based either on a single textbook, or by using the more traditional UK social science method of wider reading and a more individualistic approach to learning. The method employed was to teach taxation using the two approaches on two parallel public finance courses and to assess the outcomes in the form of student course essays and examination answers together with a questionnaire survey of students' opinion. The balance of advantage appeared to lie with the single textbook approach.

Keywords:

• Textbooks Readings Education Taxation