Assessing Students´ Level of Knowledge in Profile Courses of Choosen Economic Study Programmes at the FEM CULS

Boháčková, I.

doi:10.7160/eriesj.2012.050304

Cited by 5 publications

(2 citation statements)

References 4 publications

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“…Kučera, Svatošová, and Pelikán (2015) also conclude that student's performance can to some extend be predicted from results of entrance examinations. Boháčková and Brožová (2012) concluded that there are differences between the scores obtained from students of different study programs. However, that study included students from one faculty.…”

Section: Discussionmentioning

confidence: 99%

Differences in Results Obtained by Students of Different Faculties

Otavová

Sýkorová

2016

ERIES Journal

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The paper presents and discusses the results of statistical analysis of differences among scores obtained by students of different faculties of the University of Economics in Prague. The analysed dataset contains the scores for 2256 students that took basic mathematics course during the academic year 2013/2014. A two way analysis of variance was performed with semester and faculty as main factors. The interaction between these two factors was also considered. Students have to take two tests. At first, the sum of the scores obtained from both tests is analysed and then, the two tests are analysed separately. It turns out that the significance of factors is the same in the three analyses. The assumptions of linear models are verified. Due to problem of heteroscedasticity, weighted least squares are used and the possibility of using Box-Cox transformation is also discussed, as the errors are not normally distributed. Finally, the differences between the faculties are described.

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Section: Discussionmentioning

confidence: 99%

Differences in Results Obtained by Students of Different Faculties

Otavová

Sýkorová

2016

ERIES Journal

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“…Most of these students also have problems with other subjects. Boháčková and Brožová (2012) who analyzed the exam grades of FEM students introduced two reasons why students could be of bad results. First they argued that some students are achieving worse results because they are not sufficiently devoted to the preparation even if they do evince the skills needed.…”

Section: Resultsmentioning

confidence: 99%

Motivation to Study – Students` Motivational Response on Various Motivational Actions in Statistical Courses

Pacáková

2013

ERIES Journal

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Motivation to study is a topic to be studied on various levels of educational process, although the methods to be used can be very different. We have examined the motivational response of university students on various motivational actions. Credit tests results of a sample of Business and Administration study programme students from the period 2009/10 to 2012/13 were analyzed. During this period several motivational actions were accepted. The most important one was a chance to pass the exam on the basis of credit tests results only, if given 15 or more points from maximum of 20 points. On the other hand the students were given less tries to finish the test. It was found an increase in mean point results especially in the winter term. There is also an increasing percentage of students able to pass the test on the first attempt and increasing proportion of students who are given exam grade on the basis of the credit tests results. Therefore it can be assumed, that motivation in a form of possibility to be given the exam grade on the basis of credit tests, is very strong.

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How do HEIs’ students accept nudging? Expert perspective analysis

2023

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The study examines the influence of nudging on the successful studies of Higher education institutions (HEI’s) students. Data from one of the typical countries of the Central European region (Czech Republic) is analyzed. The goal of the research was to find out how students accept individual forms of nudging. For this purpose, a questionnaire survey at Czech HEIs (N = 207) and structured interviews with experts (N = 19) were conducted. This study showed that information nudges and high-touch nudges enjoyed the highest level of acceptance. A strong correlation was also found between “most irritating” and group “manipulative” nudges. These forms of nudging fluctuated around the borderline value of acceptance. A strong or moderate correlation was also found between nudges with similar content and different forms. Structured interviews showed that experts supported the use of nudges. They considered it an important tool to influence the study’s success. Experts explained the differences in the acceptance of nudges in connection with the different ages of students, the type of study, the students’ life experiences, and partly with the type of field of study. They considered parents’ education rather ambivalent.

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Assessing Students´ Level of Knowledge in Profile Courses of Choosen Economic Study Programmes at the FEM CULS

Cited by 5 publications

References 4 publications

Differences in Results Obtained by Students of Different Faculties

Differences in Results Obtained by Students of Different Faculties

Motivation to Study – Students` Motivational Response on Various Motivational Actions in Statistical Courses

How do HEIs’ students accept nudging? Expert perspective analysis

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