Which Students Benefit from Graphs in a Principles of Economics Class?

Abstract

Graphical analysis is a key tool used by economics professors, yet some students may not be at a cognitive level to benefit from a lecture replete with graphs. This paper addresses this issue by examining whether students with similar backgrounds, goals and/or characteristics have difficulty using graphs. Using survey data of principles of economics students, this paper finds that student grade point average and preference toward math and logic puzzles have a positive and significant relationship with answering a graphical question correctly. There are two other findings of particular interest. Contrary to other studies regarding the success in an economics class, this study finds no gender differences across students. Additionally, this paper finds that a student with a mother who has obtained a bachelor degree is more likely to answer a graphical question correctly than a student whose mother has not earned a degree.