Evaluation on "Tragedy of Commons"
   by 12.8 Workshop Participants (Class 2)
  Total No. of Evaluation Received: 33
  Total No. of Participants: 34

Discussion forum --- Please leave you valuable comments or questions here!
 
From the perspective of a STUDENT
Scale
Mean
Std Dev
Median
Max
Min
S1 This experiment was interesting.
7, 6, 5, 4, 3, 2, 1
 5.85 0.71 6 7 4
S2 This experiment helped me understand the concept of property right.
7, 6, 5, 4, 3, 2, 1
 5.52 0.71 6 7 4
S3 This experiment helped me understand WHAT and HOW different factors affecting production efficiency under different property rights system.
7, 6, 5, 4, 3, 2, 1
 5.33 0.96 5 7 3
S4 This experiment helped me understand the over-harvesting/ over exploitation tendencies of a common-property resource.
7, 6, 5, 4, 3, 2, 1
 5.61 0.90 6 7 4
S5 It was easy to catch the 'fish' (beans) and to record the 'fish' caught.
7, 6, 5, 4, 3, 2, 1
 5.55 1.06 6 7 2
S6 My group could come up with useful conclusion during the group discussion time.
7, 6, 5, 4, 3, 2, 1
 4.89 1.12 5 7 1
S7 My group presentation helped other classmates understand what factors affect the production efficiency.
7, 6, 5, 4, 3, 2, 1
 4.67 1.20 5 6 1
S8 The discussion questions were stimulating and challenging.
7, 6, 5, 4, 3, 2, 1
 5.14 1.01 5 7 2
S9 I enjoy working in groups.
7, 6, 5, 4, 3, 2, 1
 5.38 0.90 5 7 3
S10

To improve this experiment and lesson, I suggest:

  1. The rules should be strict.
  2. The experiemnt should be modified:
    a) Setting time
    b) To emphasis the over-harvesting, extra fishes should add to the sea (i.e. more generation)
  3. Assign duties to each student, let them involving.
  4. Ask students to take turn to be a "fisherman", then they can have "first hand" experience, not just observing.
  5. Make the setting more interesting, such as to improve the quality of fish pond.
  6. Would it be better to hold the quantity of fish constant in each round of the games?
  7. Actually, the fish can swim (not realistic).
  8. The game should be held in school hall.
  9. In the second stage, add number of bean according to the number of fish remaining so as to promote environment conservation.

From the perspective of a TEACHER
Scale
 Mean Std Dev Median Max Min
T1 This experiment is interesting.
7, 6, 5, 4, 3, 2, 1
 5.80 0.55 6 7 5
T2 This experiment will assist me in teaching the concept of property rights and how it affects production efficiency when different rights are assigned.
7, 6, 5, 4, 3, 2, 1
 5.90 0.55 6 7 5
T3 This experiment will help students understand the captioned concepts.
7, 6, 5, 4, 3, 2, 1
 5.67 0.61 6 7 5
T4 Students can share and learn information during group presentation.
7, 6, 5, 4, 3, 2, 1
 5.39 0.74 5 7 4
T5 The discussion questions are stimulating and at students' level.
7, 6, 5, 4, 3, 2, 1
 5.32 0.61 5 6 4
T6

To improve this experiment and lesson, I suggest:

  1. Is it possible to set any "control" in this experiment (like the control in a scientific experiment)?
  2. I feel it is more like a game rather than an experiment (are there any difference?)
  3. Add "exchange" into stage 3 --> to maximize wealth
  4. Draw a record table on blackboard and let fishermen write down on table themselves ---> to raise the efficiency
  5. Exchange is allowed under private property right arrangement.
  6. 如果加上貿易，遊戲會更好玩，可在第四回合讓不同組別交換。例如我有 20 條魚，其中 18 條換成糖，剩下的兩粒可與另一組交換。
  7. Conditions of communication can be made clearer to students so that students know how to compromise with each other.
  8. The preparation of fish pond needs much time and improvement in the materials used for pond is needed.
  9. Student assistants are assigned in advance.
  10. Students who are not participants may not be caught in attention.
  11. Time constraint in lessons hours, may be complained by other classes because of noises.
  12. The fishing pond should be early constructed to more interestingly display. Besides, the pond should be more durable.
  13. 用筷子捉魚，秩序問題可改善。
  14. The concepts of ARP and MRP are not introduced.
T7 This experiment is feasible and worth doing.
7, 6, 5, 4, 3, 2, 1
 5.50 0.73 5.5 7 4
T8 I will use this experiment in my teaching. Y = 27; N = 3; N/A = 3
T9 Through the use of experiments, both teaching and learning of Economics will be enhanced.
7, 6, 5, 4, 3, 2, 1
 5.63 0.67 6 7 4