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Common Mistakes That Students Make in JC Economics

by David Donnal
econs tuition in JC

Junior college students study A Level Economics more often than any other subject. It is a critical subject for students in the Arts Streams and a contrasting course for many Science students in each cohort. Yet, not all students go to econs tuition in JC, so it can be challenging to master.

In order to facilitate your study, this essay will break down the five most typical A Level Economics mistakes that students tend to make. Check to see if you are making the same errors as you read the article, and learn how to correct them immediately!

1. Evaluating issues in isolation leads to responses lacking in subtlety.

Students’ solutions in A Level Economics examinations frequently lack analysis and assessment when they fail to analyse how many economic elements might interact appropriately.

For instance, the demand for Coca-Cola beverages might be concurrently affected by a shift in customer tastes and the pricing of associated commodities. Let’s assume that Pepsi, a near equivalent for Coca-Cola, is now 50 per cent less expensive than Coca-Cola. Also, customer demand for Coca-Cola has improved because of BTS’s promotion of the beverage. Theoretically, a fall in the price of Pepsi should increase demand for the product. Nonetheless, the increasing popularity of Coca-Cola as a result of great promotion might imply that people are still eager to purchase it despite Pepsi being considerably less expensive.

Knowing how the two components interact and describing how they may affect the end demand will get you assessment points on the A Level Economics exams. In this situation, it is crucial to highlight that a valid explanation is more important than a “perfect” answer.

2. Reproducing diagrams without explanations.

A comprehensive explanation must accompany all diagrams in your A Level Economics test script. You should never presume that your instructor will think that your diagram is related to the thesis you are presenting. You must provide a clear, concise, and precise explanation to illustrate the relevance of your diagram while conveying a subject.

3. Missing out essential information in the question.

Questions on the A Level Economics exams usually include contextual information. For case study questions, students should carefully analyse all of the case’s presented facts. Several sources, often with competing viewpoints or contradictory information, are supplied to encourage students to evaluate the presented situation. Generally, it is prudent to utilise information from all available sources.

4. Failing to include keywords.

Being a Social Science, A Level Economics necessitates the use of a specialised language. Pupils must comprehend a comprehensive lexicon of terminology and their meanings. For instance, in A Level Economics, full employment does not merely relate to an unemployment rate of 0%. Also, you must emphasise that the word refers exclusively to persons who are able and willing to work and actively seeking a job. You cannot assume that the marker understands that you understand the definition; they will think that you do not understand the definition if you do not spell it out explicitly. Thus, it is recommended that you always define the essential phrases of a question at the start of your response.