Design and assess a simulation-based economics curriculum for undergraduate students

Thesis Abstract

The integration of experiential learning strategies into undergraduate economics education has gained increasing attention due to the limitations of traditional lecture-based instruction in fostering practical understanding and critical thinking skills among students. This study addresses the need to develop and empirically evaluate a simulation-based economics curriculum designed to enhance learning outcomes, engagement, and conceptual comprehension among undergraduate students. The primary aim is to design an innovative curriculum incorporating realistic economic simulations and to assess its effectiveness relative to conventional teaching methods. The specific objectives include (1) designing a comprehensive simulation-based curriculum aligned with core economics concepts and principles; (2) implementing the curriculum among undergraduate students enrolled in introductory and intermediate economics courses; (3) evaluating the impact of the simulation-based approach on students’ conceptual understanding, engagement, and problem-solving skills; and (4) identifying best practices and potential challenges associated with integrating simulations into existing curricula. The study employs a mixed-methods research design, combining quantitative and qualitative approaches to provide a robust assessment of the curriculum’s effectiveness. The research population comprises undergraduate students enrolled in economics courses at a comprehensive university, with a total population estimate of 1,200 students across two academic years. A stratified random sampling technique selects a sample of 200 students, ensuring representation from various academic disciplines and year levels. Data collection instruments include pre- and post-intervention standardized tests measuring economic understanding, Likert-scale questionnaires on engagement and motivation levels, and semi-structured interview guides for focus group discussions with students and instructors. The validity of instruments is confirmed through expert review and pilot testing, while reliability is established using Cronbach’s alpha coefficients exceeding 0.8. Data analysis employs descriptive statistics to profile participant characteristics and baseline measures, followed by inferential techniques such as paired t-tests to assess differences in pre- and post-test scores, and ANOVA to compare outcomes across different student subgroups. Additionally, thematic analysis is applied to qualitative data, identifying recurring patterns and insights related to curriculum implementation challenges and success factors. The study also uses regression analysis to examine relationships between engagement levels and academic performance, controlling for confounding variables. Expected findings include significant improvements in students’ understanding of economic concepts, as evidenced by higher post-test scores, alongside increased engagement and motivation relative to traditional instruction. Qualitative insights are anticipated to reveal facilitators and barriers to the effective integration of simulations, with recommendations for curriculum refinement and faculty development. The findings are expected to substantiate the theoretical frameworks of experiential learning and constructivist theory, specifically supporting Kolb’s Experiential Learning Theory and Vygotsky’s Social Development Theory, as relevant for designing interactive educational experiences. This research contributes to the body of knowledge by providing empirical evidence on the efficacy of simulation-based pedagogies in economics education, establishing a replicable model for curriculum design, and offering insights for educators and policymakers seeking to enhance pedagogical practices. The study concludes that well-structured economic simulations can significantly elevate student engagement, comprehension, and skills, thus advocating for broader adoption within higher education curricula. Recommendations include developing institutional support mechanisms for simulation integration, faculty training programs, and further longitudinal studies to assess long-term impacts. Subsequently, avenues for further research encompass exploring digital simulation tools’ potential, assessing scalability across diverse institutional contexts, and investigating their effects on higher-level economic reasoning and policy analysis skills.