The relationship between student performance in economics and certain elements of the affective domain: an empirical study
| dc.creator | Williams, Gary Allen | |
| dc.date.accessioned | 2016-11-14T23:09:00Z | |
| dc.date.available | 2011-02-18T23:22:04Z | |
| dc.date.available | 2016-11-14T23:09:00Z | |
| dc.date.issued | 1974-05 | |
| dc.degree.department | Business Administration | en_US |
| dc.description.abstract | It is evident that there exists a need to test the effect of a course of study in economics on student values and attitudes. There is little doubt that the assimilation of knowledge affects ones values and opinions if, indeed, one is open-minded and receptive to change. However, as Luker notes, many more persons are probably, to greater or lesser degree, "closed" and thus unable to modify behavior patterns when faced with objective alternatives. (27:14) How, then, is it possible to determine whether a student of economics is able to modify his behavior because of the assimilation of economic knowledge? Does an increase in economic knowledge cause the student to become more or less liberal (or conservative) and to become more or less dogmatic? | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | http://hdl.handle.net/2346/19870 | en_US |
| dc.language.iso | eng | |
| dc.publisher | Texas Tech University | en_US |
| dc.rights.availability | Unrestricted. | |
| dc.subject | Economics | en_US |
| dc.title | The relationship between student performance in economics and certain elements of the affective domain: an empirical study | |
| dc.type | Dissertation |