Teaching Innovations in Agricultural Economics: An Economic Approach
构建了一个包含传统与创新教学法时间投入的经济学学习模型，用于评估农业经济学教学创新，并指出仅比较实验组与对照组测试分数会忽略效率影响，学生数据及成本效益分析应作为评估依据。
Abstract An economic learning model, with time inputs of instructional preparation, classroom contact, and student preparation under both innovative and traditional teaching methods, is developed and used to evaluate teaching innovations in agricultural economics. The model's implications for evaluating teaching innovations are developed and tested. The conclusions are as follows: a comparison of test scores for experimental and control groups to evaluate teaching innovations ignores the efficiency impacts of “labor‐saving#x201D; innovations; students can provide useful data for evaluating teaching innovations; and economic cost‐benefit concepts should guide conclusions about the effectiveness of innovations.