We use Meta-Regression Analysis (MRA) to investigate how study design influences the finding of a gender gap in the economics education literature. We survey 65 studies published in the <italic>American Economics Review Papers and Proceedings</italic> and the <italic>Journal of Economic Education</italic> over the past 30 years,...

The conventional wisdom has been that men outperform otherwise equivalent women in collegiate economics courses. Recent work in science, technology, engineering, and mathematics (STEM) fields documenting gains by women suggests that it is time to reevaluate the gender performance gap in...

We use meta-regression analysis to investigate the extent and nature of the gender gap - that male students outperform otherwise equivalent female students in economics courses. We survey 65 studies containing 279 distinct regressions from the past 30 years and conclude that the gender gap is...

Existing studies of how note-taking tools affect student learning typically find that students who choose to take notes on a computer perform worse on assessments than students who take notes on paper. To our knowledge, the literature has not disentangled whether this result is due to the...

This study employs a random control trial experimental design to compare student learning outcomes in situations with live lectures and situations with ‘captured’ – virtually recorded asynchronous – lectures. Students across five sections of introductory microeconomics were randomly...

In response to the Covid-19 pandemic, universities shifted from predominantly in-person learning to fully online instruction in early 2020. Subsequent semesters faced continued uncertainty regarding course modalities, with institutions adopting an idiosyncratic mix of formats dependent on...