This paper describes an experiment used as a teaching tool in an introductory microeconomics class at the undergraduate college level. Benedict and Hoag (2002, 31) present a paper to investigate, “why students are apprehensive about their principles of economics classes.” Citing weaknesses in math, the authors opine, “alternative teaching methodologies may reduce the level of apprehension in the introductory courses” (Benedict and Hoag 2002, 31). One such alternative method is the use of experimental economics. However, the general efficacy of this approach is not settled (Cartwright and Stepanova 2012, Durham et al. 2007, Dickie 2006, Walker 1987). The experiment described in this paper draws on the literature pertaining to transitions in microeconomic theory, general pedagogical approaches, experimental economics, and experiments as in-classroom teaching tools.

۱٫۱ Motivation for the Paper

The direct motivation for the experimental approach resulted from possible student confusion about a critical consumer constrained optimization concept, as evidenced by systematic errors on an early semester test on consumer-choice and utility-maximization theory in a course taught by this author. Table 1 provides an example of a question from the relevant test that most students answered incorrectly.