uncertainty”, i.e., the biases, attitudes and behaviour
of the facilitator.
No information was gathered with respect to
gender, major and minor degree interest, or student
backgrounds in economics in secondary school or
university.
To conclude qualitatively, on one level the
results indicate that the amount of work that goes
into creating an activity-based alternative to the
“talking head” and conventional testing approach
may be unnecessary. However, at another level there
was sufficient evidence to show that the learning
process (and economics) was enjoyed much more by
the students when engaged in an open, active,
collaborative manner. The depth of learning which
takes place remains to be determined in further
research.
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