Academic Efforts and Study Habits Among Students in a Principles of Macroeconomics Course

Abstract

The concept of the production function is a powerful pedagogical tool applicable to a wide range of areas. This article applies this concept to college students in several macroeconomics classes. The conceptual model for the statistical analysis used educational outcome as the dependent variable, and GPA, academic efficacy, accumulated credit hours, study hours, and other habit variables serve as the explanatory variables (educational inputs). Results show that the academic efficacy and habit variables were significant in explaining academic achievement in the macroeconomics classroom for all students. The amount of time spent studying macroeconomics had no significant impact. SAT scores and accumulated credit hours were significant in explaining achievement among the above-average students, but insignificant for below-average students.