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Telling My Story: Applying Storytelling to Complex Economic Data.

Karla Borja¹, Suzanne Dieringer¹

¹Department of Economics, The University of Tampa, 401 W. Kennedy Blvd., Box O, Tampa, FL 33606 USA.

Eastern Economic Journal

|June 5, 2023

Summary

The Storytelling Project (SP) improved business students' confidence and skills in analyzing macroeconomic data. This experiential learning activity enhanced both cognitive abilities and motivation in economics.

Keywords:

Communication skills Experiential learning Macroeconomic data analysis Pedagogical tools Storytelling

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Area of Science:

Economics Education
Higher Education Pedagogy
Experiential Learning

Background:

Business and economics students often exhibit limited understanding and confidence with macroeconomic data.
Key macroeconomic indicators include unemployment rate, labor force participation rate, business cycles, and price indexes.
A pedagogical gap exists in effectively teaching data analysis and communication for these concepts.

Purpose of the Study:

To develop and evaluate an experiential learning activity, the Storytelling Project (SP), for college economics courses.
To assess the impact of the SP and a supplementary workbook on students' data analysis and communication skills.
To measure changes in student self-efficacy, attitude, confidence, and cognitive competency in macroeconomics.

Main Methods:

The Storytelling Project (SP) involved students writing personal stories and visually presenting complex economic data.
A workbook provided learning objectives, tasks, data analysis examples, storytelling techniques, and videos.
Surveys assessed self-efficacy and attitudes, while assessments evaluated cognitive competencies, comparing SP participants with a control group.

Main Results:

The SP and workbook were effective experiential learning tools, significantly improving data analysis and communication skills.
Students participating in the SP demonstrated increased confidence and motivation in macroeconomics and data analysis.
Cognitive competency and knowledge were ranked higher among students who completed the SP compared to those who did not.

Conclusions:

The Storytelling Project (SP) is an effective pedagogical approach for enhancing macroeconomic data literacy.
Experiential learning activities, like the SP, can bridge the gap between theoretical knowledge and practical application in economics.
The findings support the integration of creative and communicative methods into economics education to boost student engagement and learning outcomes.