During the past two decades numerous studies have attempted to investigate the influence of various factors on economic learning. The studies of teaming in the high school and undergraduate setting can be divided into two groups: those studies which examine the impact of factors which are not under the direct influence of educators, student advisors, and instructors of the undergraduate economics course and those studies which examine factors such as course sequencing and instructional techniques which are under the direct influence of educators. This paper reviews these previously published studies and attempts to synthesize the information contained in these diverse studies. The paper then offers suggestions about class ordering and curriculum which may enhance student achievement in economics. The authors also offer suggestions for future research topic areas which have not been fully addressed in prior literature.
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