Student Performance In Principles Research Articles

Using Lecture Capture to Improve Online and In-Class Student Performance in Principles of Economics

The primary purpose of deploying a lecture capture method of course delivery is to enhance student performance in online classes. In this study, recordings of classroom lectures are available to students in online sections of the course, as well as those taking the class in face-to-face class sections. We examine the effects of viewing these recorded lectures on student performance in principles of economics courses (macro and micro) over the course of five years. The setting is a small regional university that serves an extensive rural area. The dataset consists of close to 700 students, 55% of which enrolled in online course sections. Course grades, as the dependent variable, are regressed on measures of personal characteristics and academic maturity, as well as use of the recorded lectures. Results indicate that online students who watch the recorded lectures earn course grades that are significantly higher than counterparts who do not. There is also evidence that students in the face-to-face course sections also benefit significantly from watching recorded lectures.

Instructional Fading and Student Performance in Principles of Accounting Instruction

The effect of instructional fading on student performance in online accounting instruction using completion problems was investigated in this study. Instructional fading, defined as the gradual decreasing of prompts or cues, was used as a strategy to create germane cognitive load. The Instructional Fading Tool for Accounting Practice, a web-based application developed by the researchers, provided the instructional fading and sequencing of the information. The researchers created control and treatment groups based on low and high prior knowledge of accounting. Results indicated that the treatment group had a higher percentage of an increase in performance than the control group. In addition, students within the low-prior knowledge treatment group outperformed students in the other treatment group and two control groups. These findings suggest that using instructional fading along with completion problems in accounting instruction had a positive effect on performance especially for students with low levels of prior knowledge.

Student Performance in a Principle of Microeconomics Course under Hybrid and Face-to-Face Delivery

Designing a hybrid course entails the challenge of choosing learning activities for each of the face-to-face and online environments--and sequencing and coordinating the activities across the two environments--to promote student attainment of the course’s learning objectives. This paper presents a study comparing student performance in an undergraduate Principles of Microeconomics course taught by the same instructor under hybrid (n = 51) and face-to-face (n = 24) delivery. The percentage of hybrid students completing the course (71%) was not significantly different (chi-square = .61, p = .433) than that (79%) of the face-to-face students. A regression analysis controlling for student GPA indicated that, for students completing the course, the composite test score was, on average, an estimated 4.8 percentage points lower (p = .025, one-tailed) under hybrid delivery than under face-to-face delivery. Student GPA had a strong positive ceteris paribus impact (p = .000, one-tailed) on the composite test score. The finding of a lower level of student learning under hybrid relative to face-to-face delivery is attributed to inattentiveness to pedagogical principles in designing the hybrid course. The study serves as a caution to colleges and universities initiating or expanding their hybrid course offerings in the absence of faculty training or quality control checks. The paper closes with suggestions for further research.

Employment and student performance in Principles of Economics

This paper examines the effect of several variables on student performance in Principles of Economics at the historically black university. The results indicate that the attendance, class size, GPA, number of hours worked per week and SAT scores significantly affect student performance. Especially, the grades of the students who work more than 20h/week are negatively and significantly affected.

How Do Instructor's Attendance Policies Influence Student Achievement in Principles of Microeconomics?

This paper examines the question of how an instructor’s attendance policy influences student performance in Principles of Microeconomics. This study asked students in several different microeconomics classes at a medium sized regional university what sort of attendance policy they were subject to: was there a grade incentive for coming to class (i.e. bonus points), was there a grade punishment for not coming to class (i.e. deduction of points, missed assignments, etc.), was there some combination of the previous two or was there simply no attendance policy. We expected a variety of results because the six classes surveyed were taught by five different instructors, each with slightly different attendance policies. While there are a few papers showing a positive correlation between required attendance and course performance, this paper seeks to understand more about the impact from the type of attendance policy employed. Data is collected from a student survey and from the university’s registrar. The main empirical evidence is gathered from a two-stage regression analysis with student absenteeism as the dependent variable in the first equation and a student’s final grade (using a 4.0 scale) as the dependent variable in the second equation. We find that, everything else equal, students seem more motivated to come to class when they expect a positive reward and they are more likely to miss class if they expect a negative punishment. Also, student attendance is a small, but significant determinant of a student’s course performance after controlling for other relevant factors.

Some Determinants of Student Performance in Principles of Financial Accounting (II) – Further Evidence from Kuwait

The purpose of this study was to perform an empirical investigation of the influence ofselect factors on the academic performance of students studying Principles of FinancialAccounting (II). This study attempts to fill some of the gaps in the existing local and regionalaccounting education literature and to provide comparative evidence for the harmonizationof international accounting education. A stepwise regression model using a sample of 205students from the College of Business Studies, one of the tributaries of accounting educationin Kuwait, was used to test the study’s hypotheses. The results indicate that the influences ofthe selected factors are diverse in their effects on student performance. The prerequisite gradehad the most significant influence on student performance, followed by student GPA, time-lag(the time elapsed between studying the two parts of Principles of Financial Accounting), andfinally college experience. Student gender, age, and major showed no significant influence onstudent performance. The study concludes by considering the implications of these findingsfor the administration of the College of Business Studies and similar institutions, and suggestsavenues for future research.

Employment and Student Performance in Principles of Economics

This paper examines the effect of several variables on student performance in principles of economics at the historically black university. The results indicate that the attendance, class size, GPA, number of hours worked per week and SAT scores significantly affect student performance. Especially, the grades of the students who work more than 25 hours per week are negatively and significantly affected.

Does Calculus Help in Principles of Economics Courses? Estimates Using Matching Estimators

This paper estimates the impact of taking a calculus course on student performance in principles of economics. The analysis takes into account the role of observable student characteristics that are likely to influence the calculus choice and the outcome in the economics course. Propensity score matching provides estimates of the treatment effect of taking calculus when there is selection on observable factors. Matching estimation and OLS both suggest statistically significant and positive effects of taking calculus before principles. The estimates of the impact of taking calculus from matching techniques are, in this case, generally similar to those obtained by OLS. The matching estimation suggests that the largest benefit of calculus may be for those less likely – but not the least likely – to take it.

Student Performance in Principles of Macroeconomics: the Importance of Gender and Personality Type

Several studies indicate that females perform more poorly in economic courses than their male counterparts. Other studies reveal that students’ personality types affect their performance in economic courses, as well. The present study explores this issue by testing a number of interactions between gender and the Kersey-Bates temperament types in an ordered probit model explaining students’ grades in Principles of Macroeconomics. The results confirm that the interaction of gender and temperament types does matter in a student’s performance. The present study reveals that not all female temperament types perform more poorly than their counterparts and not all male temperament types do significantly better than females as a group.

Preliminary Evidence on the Association between Critical Thinking and Performance in Principles of Accounting

This study tests whether critical-thinking skills can help explain the cross-sectional variation in student performance in principles of accounting. Prior research has used such measures as academic aptitude and demographic factors to explain performance in the principles of accounting class. We argue that success in principles of accounting also requires critical-thinking skills. We measured critical-thinking skills by using a holistic scoring process to evaluate student essays. Our results show that even after controlling for academic aptitude, our measure of critical-thinking skills contributes significantly to explaining the cross-sectional variation in student performance in an accounting principles class. Understanding the relationship between critical thinking and success in accounting may contribute not only to reducing the failure rate in principles of accounting, but also to encouraging an emphasis on critical thinking in the preparation of accounting professionals.

Comparing Student Performance Using Cooperative Learning

The purpose of this paper is to investigate empirically student performance in principles of microeconomics classes taught via co-operative learning versus the traditional lecture. In a fall semester, I taught one cohort of micro principles students as a traditional lecture, while presenting the course content to the other cohort via co-operative learning. A major distinction between this study and previous empirical works is that co-operative learning did not serve as a supplement to the traditional lecture. Rather, co-operative learning exercises essentially replaced the traditional lecture. The evidence reveals that whereas performance on multiple choice exams was fairly comparable, students who were enrolled in the co-operative learning class were better able to apply theory on a project that required a higher level of economic reasoning than those who learned the course content through the lecture.

The effect of gender and race on student performance in principles of economics: the importance of personality type

Do women and minorities perform more poorly in economics courses than their white male counterparts? There are a number of studies that indicate that they do (Siegfried, 1979; Ferber, et al., 1983; Lumsden and Scott, 1987; Gohmann and Specter, 1989; Watts and Lynch, 1989; Anderson, et al., 1994). In addition, there are some studies that indicate that students' personality types adversely affect their performance in economics courses, as well (Borg and Shapiro, 1996; Zeigert, 2000). However, no one has yet studied how a student's personality type combines with race and gender to affect performance in economics courses. To explore this issue, this study tests for the statistical significance of a number of interaction effects between race and gender and the Kiersey-Bates temperament types in an ordered probit model explaining a student's grade in Principles of Macroeconomics. It is concluded that race and gender do matter in a student's performance in Principles of Macroeconomics, but not in a simple, direct way. Race and gender combine with temperament type to form more subtle, interactive effects on a student's probability of success in economics. In our particular sample of 119 students at the University of North Florida, female NF and NT students and non-white NT students performed more poorly in Principles of Macroeconomics than their counterparts who did not have these gender/temperament or race/temperament combinations.

An exploratory study of the impact of intervening variables on student performance in a Principles of Accounting course

The purpose of this paper is to provide some new empirical evidence on the determinants of student performance in a Principles of Accounting course at Birzeit University situated in the Occupied West Bank. It examines the impact of a number of new attitudinal variables on examination performance. The empirical results suggest that, in addition to a number of standard control variables, student perceptions of factors associated with class size, the attributes of the lecturer, student effort and the complexity of the course are associated with student performance in a first level principles of accounting course.

Personality Type and Student Performance in Principles of Economics

The relationship between students' personality types, as measured by the Myers-Briggs Personality Type Indicator, and their performance in introductory economics is explored. In addition to comparing a student's learning style with a professor's teaching style, options are suggested for improving instruction by offering a variety of different teaching and grading strategies that better accommodate student personality types and learning styles.

Personality Type and Student Performance in Principles of Economics

Personality Type and Student Performance in Principles of Economics

Test Item Arrangement and Student Performance in Principles of Marketing Examination: A Replication Study

The use of multiple versions of objective exams which vary in test question sequences has raised concern that such a practice may unconsciously bias students' examination scores. This issue has not been explored with respect to the principles of marketing course, where the use of such a testing practice is often necessitated by crowded sections. The current experiment attempts to broaden such knowledge. It replicates previous research that explored the effect of question sequencing on exam performance of marketing students as it related to memory factors. Unlike the earlier study, question sequencing is found to have no significant effect on examination performance.

A Note on the Environment as a Factor Affecting Student Performance in Principles of Economics

This study examines the environment in which students live and function as a determinant of performance in the first course in economics. The author concludes that the student's living arrangement does influence the stock of economic knowledge at the end of the course and observes a surprising, if tentative, consequence of students having taken a course in high school economics.

A Note on the Environment as a Factor Affecting Student Performance in Principles of Economics

A Note on the Environment as a Factor Affecting Student Performance in Principles of Economics

Factors Affecting Student Performance in Principles of Economics

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