Abstract
Student performance in an introductory agricultural finance class was analyzed via a pre-test, post-test, and additional student information collected from 2018-2021. Regression analysis indicated that several common measures of academic performance and aptitude were linked to post-test scores. Surprisingly, students that had previously taken an agricultural management class and students interested in an agricultural lending career performed worse than other students. Performance differences based on gender and first generation student status were also identified.
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