This study examines student attitudes about graphs used in the macro- and microeconomic sections of the one-semester principles of economics course at a large southeastern state university. In addition, we investigate the relation between attitudes about graphs and student performance in the course, controlling for a variety of factors, such as SAT scores, college GPA, and a number of other student characteristics (e.g., sex, race, college major, and term standing). Employing a probit regression model, we also study the factors that predict student attitudes toward graphs. Our sample includes data collected from 663 students during the period 2000–2001.
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