Seminars

Abstract : Promoting social capital has long been an important issue in social sciences. This paper argues that teaching practices can stimulate social capital at both the individual and the classroom levels by evaluating the impact of project-based learning, a student-centered teaching pedagogy program. The sample in this paper consists of 1,239 7th grade students from 12 middle schools in the Republic of Korea. We measure changes in students’ friendship network and directed altruism with comprehensive friendship surveys and incentivized dictator game experiments conducted before and after the intervention. We find that the project-based learning program positively affects social capital by expanding students’ friendship networks and being more generous toward their peers, especially those not in direct friendship and without homophilous traits. Moreover, structural estimations suggest that the program also reduces friendship formation costs among the students, especially for those studying in the same classroom. Our results support the idea that teaching practice focusing on student-centered learning can be considered an effective educational policy to support social capital formation among students.
*본 세미나는 VEAEBES(Virtual East Asia Experimental and Behavioral Economics Seminar series) 주최로 열리는 세미나입니다.

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