A Pedagogical-Performance Model for Economic Education Reform

Thesis Abstract

This study addresses the persistent mismatch between pedagogical approaches and desired outcomes in economic education, where traditional lectures fail to cultivate analytical thinking, real-world application, and conceptual mastery among secondary and tertiary learners. The aim is to develop and validate a Pedagogical-Performance Model (PPM) that integrates evidence-based teaching strategies with measurable performance indicators to reform economic instruction across higher education institutions. Specific objectives are to (1) identify core pedagogical components—conceptual clarity, applied reasoning, active learning, and assessment alignment—associated with enhanced student economic performance; (2) theorize a predictive model linking instructional practices to learning outcomes; (3) empirically test the model using multi-site data to determine the magnitude and direction of effects; (4) examine moderating roles of student characteristics (prior economics exposure, academic preparedness, and motivation) and institutional factors (class size, faculty training, and resource availability); and (5) propose a scalable framework for policy and curriculum reform in economic education. The methodology adopts a mixed-methods design, combining explanatory sequential procedures. The population comprises undergraduate and master’s level economics courses across four comparable public universities in a mid-income country. A stratified random sample of 120 courses (60 economics core and 60 applied/economics elective) will yield an estimated 4,800 enrolled students over two consecutive semesters. Data collection instruments include (i) a pedagogical-practice survey completed by 120 instructors to capture instructional approaches, assessment alignment, and resource use; (ii) standardized course-level performance data, including final grades, concept inventory scores, and applied problem-solving rubrics; (iii) student surveys measuring motivation, perceived learning gains, and self-efficacy; (iv) focus group discussions with 24 instructors and 24 student groups to elicit contextual factors and experiences. Instrument validity will be established through content validation by economics education experts and pilot testing with 10 courses, while reliability will be assessed via Cronbach’s alpha and inter-rater reliability for rubric-based assessments. The analysis integrates quantitative and qualitative strands. Structural equation modeling (SEM) will test the PPM, with latent constructs for Pedagogical Quality, Assessment Alignment, and Student Performance, controlling for prior attainment and institutional context. Hierarchical linear modeling (HLM) will address nested data at the course and student levels, and regression analyses will identify significant predictors of learning gains. Mediation analyses will examine whether assessment alignment mediates the relationship between pedagogical quality and student performance. Qualitative data from focus groups will be analyzed thematically to triangulate findings and enrich interpretation, with coding conducted in NVivo and triangulated against survey and performance data. The theoretical frame draws on constructivist learning theory, the Framework for 21st Century Skills, and the Theory of Planned Behavior to explain how instructional practices shape attitudes and intentions toward economic reasoning, informing the model’s constructs. Expected findings anticipate that high Pedagogical Quality—characterized by explicit learning objectives, frequent formative feedback, active learning activities, and authentic assessments—will positively influence both conceptual understanding and applied economic performance. The model is expected to reveal moderation by prior economics exposure and class size, with stronger effects of innovative pedagogy in smaller classes and among students with foundational knowledge. The study also aims to identify cost-effective, scalable elements of instruction that yield meaningful gains in student outcomes, such as structured problem-based learning modules and aligned rubrics that fuse conceptual and applied competencies. The contribution to knowledge lies in the development and empirical validation of a comprehensive Pedagogical-Performance Model that translates existing theoretical insights into a practical framework for economic education reform. It advances methodological integration by combining SEM, HLM, and qualitative thematic analysis to capture multi-level dynamics of teaching and learning. The study offers actionable guidance for policymakers and university administrators on curriculum design, faculty development, and resource allocation to enhance the quality and equity of economics education. The main conclusion is that deliberate alignment of pedagogy with authentic assessment, supported by faculty professional development and scalable active-learning interventions, yields measurable improvements in student performance and capability in economics. Recommendations include implementing faculty training programs, adopting standardized assessment rubrics, expanding access to active-learning environments, and conducting longitudinal follow-ups to assess long-term impacts on graduate outcomes.