Abstract:

In pursue of the improvement of the teaching/learning process in Economics and Microeconomics, we created a set of questionnaires in the virtual campus, which is based on Moodle. Therefore, we first based on the assumption that these questionnaires could enhance the teaching/learning process because they might facilitate the self-assessment of students and serve as an example of the kind of questions to be included in the final exam. More specifically, we aimed to improve the teaching/learning process through the Virtual Campus, enhance the understanding of the contents explained in the subjects and equip students with one of the skills outlined in the syllabus for these subjects: autonomous learning.
The aim of this paper is to obtain empirical evidence to evaluate the actual contribution of questionnaires to the improvement of the teaching/learning process of Economics and Microeconomics. These first-year subjects are part of the Degree in Business and Administration offered by the University of Cadiz (UCA) and taught within the basic training module during the first and second semester respectively. Both subjects are adapted to the European Credit Transfer System (ECTS) and related to Economic Theory. In addition, it should be noted that they are taught simultaneously on three campuses: Algeciras, Cadiz and Jerez. The target group for this project is approximately 700 students who are enrolled on the above mentioned subjects. The questionnaires have been created and made accessible to students in their virtual campus during the course 2011/2012. We created one questionnaire for each unit including Matching, Multiple Choice and True/False questions. Students are supposed to take the self-assessment test after they study a unit in order to check if they have learnt the key concepts of the lesson, and also to prepare for the test in the final exam of each subject. To implement this tool a question pool for each unit has been designed. Each self-assessment questionnaire includes ten questions randomly selected from this question pool. Both, the time for answer and the number of attempts were limited.
Then, we analyze the advantages and disadvantages of using questionnaires for both graduates and teachers. In this regard, we show the results of a survey to students in which they give their opinion about the usefulness of questionnaires in the above mentioned subjects. Finally, we include some suggestions for enhancing the contribution of questionnaires to the teaching/learning of Economic Theory.