Innovation in Economic Instruction

ments and criticisms on some of these studies. In this paper, I report on my teaching experience with microcomputers. My findings concerning the benefits of microcomputers are based on a combined macro- and microeconomics principles class of approximately 120 students that I taught during the spring of 1982 at Iowa State University. The students were randomly assigned to three groups-a control group, one that worked take-home assignments, and one that worked through simulations on two Apple II microcomputers. The results showed that the computer and take-home assignment groups had better test scores than the control group, but there was no significant difference between the computer group and the take-home assignment