Assessing students’ feedback in the teaching of economics: Dealing with information asymmetry in learning

Abstract

Lecturers can assist students much better if they can understand their challenges and opportunities. This study investigates the challenges and opportunities faced by students in an economics class. An understanding of the challenges and opportunities which characterise information asymmetry formed the basis of intervention. The first test was administered after teaching concepts without tracking feedback. The second test was administered after an intervention mechanism was implemented based on feedback from students, elicited using a purposive questionnaire. A Probit Model analysis on the questionnaire reveals that students who passed test 1 belonged to some group discussion, were free to ask questions and spend more time studying economics. A transition matrix analysis after taking cognisance of feedback shows an improvement in performance by students in Test 2, suggesting that lecturers can better assist students if they understand their opportunities and challenges. Active student engagement can go a long way in ensuring that performance in a learning environment is improved.