No abstract

No abstract

No abstract

<p class="MsoBlockText" style="text-indent: 0in; margin: 0in 27pt 0pt; mso-pagination: none;"><span style="font-style: normal; mso-bidi-font-style: italic;"><span style="font-size: x-small;"><span style="font-family: Times New Roman;">Although the effect of class size upon student performance has been the focus of numerous studies, the results have been extremely mixed, including positive effects, no effects, and negative effects.<span style="mso-spacerun: yes;">&nbsp; </span>The authors of this study believe that this lack of consensus could be due, at least in part, to the shortage of control variables employed in previous studies. <span style="mso-spacerun: yes;">&nbsp;</span>The purpose of this study was to determine whether the addition of four control variables (course being taught, length of class period, instructor, and student ability level) to the analysis would be helpful in isolating the effect, if any, of class size upon student performance. <span style="mso-spacerun: yes;">&nbsp;</span>To more fully explore the effects of including control variables upon the results, the control variables would be added sequentially, one at a time.<span style="mso-spacerun: yes;">&nbsp; </span>The analysis would thus consist of a series of five regression sets.<span style="mso-spacerun: yes;">&nbsp; </span>The first set would be a single, simple regression of student performance on class size.<span style="mso-spacerun: yes;">&nbsp; </span>The second and subsequent sets would each consist of a group of simple regressions that controlled for one, two, three, and then finally all four of the control variables.<span style="mso-spacerun: yes;">&nbsp; </span>The data to be used would be 113,468 course grade records (for the years 1990-2002) for 10 upper-division business core courses. Student performance would be defined as course grade; class size would be defined as either large (75 or more students) or small (60 or fewer students).<span style="mso-spacerun: yes;">&nbsp; </span>The results showed that an initial slightly positive effect (.06 grade points) of class size on student performance (found in the Regression Set 1 before the addition of any control variables) changed substantially to 4 positive effects, 57 no effects, and 21 negative effects (after the addition of all four control variables in Regression Set 5).<span style="mso-spacerun: yes;">&nbsp; </span>The Adjusted R-Squares also increased (from a rounded value of .000 in Regression Set 1 to a high of .428 in Regression Set 5) as did the grade point differences in performance between small and large classes (from .06 grade points in Regression Set 1 to a range of from .68 to -1.24 grade points in Regression Set 5).<span style="mso-spacerun: yes;">&nbsp; </span>Although more research is certainly needed in this area before definitive conclusions can be reached about the effect of class size upon student performance, it appears that the control variable approach used in this study does shed some light on the seemingly inconsistent results of previous studies.<span style="mso-spacerun: yes;">&nbsp; </span>Specifically, our results show that: (1) it quite likely (57/82 or 70%) that there will be no significant effect of class size upon student performance, (2) if there is an effect, it will most likely (21/25 or 84%) be a negative one, and (3) the effect, if any, is highly dependent upon the specific combination of course, class length, instructor, and student ability level involved.</span></span></span></p>

Assessment of learning goals has become the norm in business programs in higher education across the country.  This paper offers a methodology for the assessment of both communication skills and research skills within a curriculum of the Bachelor of Science in Information Systems Program.  Program level learning goals assessed in this paper are: (1) To be able to effectively communicate complex information system and business concepts both orally and in writing, (2)  To be able to do research of the IS literature that will allow life-long learning in the field, and (3) To understand both individual and group dynamics of project teams.   The discussion of each of the three learning goals includes: (1) the assessment methodology, (2) the assessment results and (3) recommendations on how to close-the-loop.