Introductory Economics: Gender, Majors, and Future Performance

TL;DR

This study analyzes exam scores in introductory economics to explore gender differences, the impact of majors, and the predictive power of scores on future academic success in a Taiwanese business school.

Contribution

It provides new insights into gender neutrality in exam performance, the influence of majors on scores, and the predictive validity of exam scores for future academic achievement.

Findings

No significant gender difference in exam scores.

Majors are significantly associated with exam scores.

Exam scores strongly predict future academic performance.

Abstract

By investigating the exam scores of introductory economics in a business school in Taiwan between 2008 and 2019, we find three sets of results: First, we find no significant difference between genders in the exam scores. Second, students' majors are significantly associated with their exam scores, which likely reflects their academic ability measured at college admission. Third, the exam scores are strong predictors of students' future academic performance.