The Effect of Graphs and Computers on Students' Achievement in College Introductory Economics Courses

This study investigates the effect of the use of computers per se and the use of graphs on students' achievement in learning college level introductory economics. The study is based on an experiment in which students could engage in equivalent learning activities either using a workbook or using a computer, and in which students were encouraged to learn graphs and use them in taking examinations. The results of the study show that while the effect of computers is marginal and almost negligible, the effect of graphs is positive and substantial