Institutional variables explaining the performance of accounting and administration students

Vitor Hideo Nasu,Brian Alvarez Ribeiro De Melo,Yana Miranda Borges,Breno Gabriel Da Silva

doi:10.16930/2237-7662202132212

Abstract

The aim of this study was to analyze the association between institutional variables and the performance of Accounting and Administration students. The microdata of Enade 2018 were used, obtaining 152,491 valid observations. Performance was measured in three ways: final performance, performance in the general training test and performance in the specific component test. In addition, the following institutional variables were considered: academic organization, region, modality and shift. The data were examined using zero adjusted Box Cox Cole Green (BCCG) regression models. The results indicated the institutional variables were relevant to explain the performance. Specifically, it was staked students enrolled in federal centers of technological education had superior performance than the other forms of academic organization. Another relevant point was the students in the North region performed worse than other regions in general. However, they outdid the students from Central-East region in the issues of general training. Regarding the teaching modality, it was found that students of face-to-face teaching presented higher performance than the distance learning students (DL). And the full-time students had better performances overall. As implications, it is pointed out that institutions offering Accounting and Administration courses in the Northern region may want to improve the quality of education, as well as those of the Centre-Western shall want to do so in relation to general training education. Similarly, the teaching on the DL modality can be improved and the offer of full-time courses can be thought of and potentially implemented.

Highlights

Student performance is an important academic construct because it provides an indication of student learning
The variables of interest on this study were selected from the ones available by Enade, as specified in Table 1 Academic performance was measured in three ways: final performance (FP), performance in the general formation test (PGF) and performance in the specific component test (PSC)
Hypothesis 1 predicted that there is a significant difference between the performance of students enrolled in the different forms of academic organization

Summary

Introduction

Student performance is an important academic construct because it provides an indication of student learning. Academic performance is used as a selection criterion for a series of institutional activities and policies and can be used in curriculum analysis in job interviews. Measuring student performance is useful and necessary to verify progress and declines in learning over time. Teaching and discipline measures may apply to students depending on what the analyses of their performance allow them to conclude. Miranda, Lemos, Oliveira and Ferreira (2015) note there are different measurements of student performance, including the grade of an exam, the grade of a discipline, the average score of the period, the overall average accumulated pure or adjusted and external evaluations to educational institutions. Regardless of the measure of performance used, the aim is to evaluate the capacity demonstrated by the student in performing a certain task based on well-defined criteria

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Conclusion