| Summary: | 碩士 === 中原大學 === 國際貿易研究所 === 96 === Based on studies of teaching methods and student performance in economics courses, the students under online method usually perform better than the students under face-to-face method. Raynauld (2006) documents that student performance is better under online method, however, they don’t consider the effect of student hours inputs. Considering the hours inputs. Krohn and Catherine (2005) find the student performance and student effort are both affected by student ability. Due to this endogenous problem, ordinary least square estimation will lead to bias and inconsistent resulted estimates. In view of this, we have to resolve the endogeneity between student performance and student hours inputs and modify it with two stage least square. Base on this modification, we will further consider the relationship between student performance and teaching methods. In this study, we use the gender and pre-exam scores to be the instrumental variables for hours inputs, but not the matriculating scores and parent’s education. It shows that knowledge stock in economics is more applicable than student’s past ability. We conclude that student’s hours inputs are positively and significantly affect student performance. That is the student can get the higher scores by seriously studying. Modifying endogenous problem, the student performance is better under online method than face-to-face method.
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