Designing and Evaluating an Interactive Online Economics Pedagogy for Undergraduate Students

Thesis Abstract

The rapid shift to online learning environments necessitates innovative pedagogical approaches to enhance student engagement and understanding in economics education, especially at the undergraduate level. This study critically addresses the challenge of improving learning outcomes in online economics courses by designing, implementing, and evaluating an interactive pedagogical framework tailored to the needs of undergraduate students. The primary aim is to develop a pedagogical model that incorporates interactive digital tools and active learning strategies, guided by constructivist and cognitive load theories, to foster a more engaging and effective online learning experience. Specific objectives include identifying key elements of effective online economics teaching, designing an interactive curriculum based on these elements, and assessing the impact of the pedagogical model on student motivation, comprehension, and academic performance. The research adopts a mixed-methods approach within a quasi-experimental design. The quantitative component involves a sample of 200 undergraduate economics students enrolled in two comparable courses at a public university. Participants are randomly assigned to either the experimental group, which receives instruction based on the newly designed interactive pedagogy, or the control group, which follows the traditional online teaching approach. Data collection instruments include pre- and post-intervention surveys measuring motivation, perceived learning, and satisfaction, alongside academic performance metrics such as test scores and assignment grades. Qualitative data are obtained through focus group discussions and semi-structured interviews with students and instructors to explore perceptions of the pedagogical approach. Data analysis employs descriptive statistics, paired t-tests and ANOVA to assess differences between groups, and thematic analysis for qualitative insights. Additionally, regression analysis is used to determine the predictors of student performance improvement. Key expected findings suggest that students exposed to the interactive online economics pedagogy will demonstrate significantly higher motivation, engagement, and comprehension levels compared to their counterparts in traditional settings. It is anticipated that the integrated digital tools, such as simulations, discussion forums, and real-time quizzes, will positively influence students’ perceived learning outcomes and academic performance. Furthermore, qualitative insights are expected to reveal increased learner autonomy and satisfaction associated with the interactive approach, alongside identified challenges in implementation and technological accessibility. The study predicts that the pedagogical model will not only improve immediate learning outcomes but also sustain long-term interest and skills development in economics. This research makes a substantial contribution to the field of economics education by providing an empirically validated pedagogical framework applicable to online learning contexts. It extends existing theories of constructivism and cognitive load by demonstrating their practical integration in digital learning environments, thereby informing best practices for educators and curriculum developers. The model offers a scalable approach for institutions seeking to foster interactive and learner-centered online economics instruction, particularly relevant amidst ongoing digital transformations in higher education. The study concludes that the designed interactive pedagogy has significant potential to enhance the quality and effectiveness of online economics teaching. Recommendations include integrating digital tools systematically into curricula, providing faculty training on interactive instructional strategies, and addressing technological barriers faced by students. Future research should explore longitudinal impacts of such pedagogies across diverse educational contexts and subjects, as well as examine the role of emerging technologies such as artificial intelligence and virtual reality in enriching online economics education. Overall, this thesis underscores the importance of intentional pedagogical design in leveraging technology to achieve meaningful learning experiences in the digital era of higher education.