Differential Gender Performance on the Major Field Test–Business

Bielińska-Kwapisz, Agnieszka; Brown, Frank

doi:10.1080/08832323.2012.666296

Cited by 17 publications

(3 citation statements)

References 25 publications

(39 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Among the demographic variables, gender was an important variable with male students outperforming female students (Bagamery et al, 2005;Black & Duhon, 2003;Chowdhury & Wheeling, 2013;Contreras et al, 2011;Mason et al, 2011;Mirchandani et al, 2001). Bielinska- Kwapisz and Brown (2013) showed that male students outperform female students on the ETS-MFT-B, but the advantage disappears when a critical thinking variable is introduced. Hence, the gender difference can be attributed to critical thinking ability.…”

Section: Literature Reviewmentioning

confidence: 99%

An Analysis of the Educational Testing Service Major Field Test for Business Performance: Further Evidence

Iqbal

2020

JERAP

View full text Add to dashboard Cite

Assurance of learning is the key to students’ academic success. To this end, one of the largest historically Black colleges and universities (HBCUs) in the United States administers the Educational Testing Service Major Field Test for Business (ETS MFT-B) to assess student learning of business concepts. This study used a set of predictor variables to explain the ETS MFT-B performance at the subject HBCU. The results of the study are expected to close the gap between student performance and expected outcomes in the subject institution, as well as contribute to the broader issue of improving curriculum and teaching effectiveness in business schools in the United States. Using data from fall 2012 to fall 2018, the findings of the regressions indicated that new variables, namely, English language proficiency, hours attempted to hours earned, first-generation student status, and desire to pursue higher studies were important predictors of the ETS MFT-B total score and sub-scores. Among the traditional variables, the cumulative GPA and student’s major area were important predictors. These findings point toward several corrective actions in the assurance-of-learning process for the subject school. The subject school can add a business English class to the curriculum, improve teaching effectiveness, provide advising assistance when students retake classes, and adopt measures that will motivate students to prepare for the ETS MFT-B.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

An Analysis of the Educational Testing Service Major Field Test for Business Performance: Further Evidence

Iqbal

2020

JERAP

View full text Add to dashboard Cite

show abstract

“…Such a trend is different from other studies based on students studying in the U.S.-based business programs. For example, Bielinska- Kwapisz & Brown (2012) found that male business students performed better than female business students on the total MFT-B score. It is not clear about the factors that may be related to this finding among students in Asia.…”

Section: Regional Differences or Program Level Differences May Have Smentioning

confidence: 99%

Repurposing a Business Learning Outcomes Assessment to College Students Outside of the United States: Validity and Reliability Evidence

Ling

2013

ETS Research Report Series

View full text Add to dashboard Cite

Since its 1947 founding, ETS has conducted and disseminated scientific research to support its products and services, and to advance the measurement and education fields. In keeping with these goals, ETS is committed to making its research freely available to the professional community and to the general public. Published accounts of ETS research, including papers in the ETS Research Report series, undergo a formal peer-review process by ETS staff to ensure that they meet established scientific and professional standards. All such ETS-conducted peer reviews are in addition to any reviews that outside organizations may provide as part of their own publication processes. Peer review notwithstanding, the positions expressed in the ETS Research Report series and other published accounts of ETS research are those of the authors and not necessarily those of the Officers and Trustees of Educational Testing Service.Find other ETS-published reports by searching the ETS ReSEARCHER database at http://search.ets.org/researcher/ To obtain a copy of an ETS research report, please visit AbstractOne concern when repurposing a test to a new population is whether the test is measuring the same construct in a valid and reliable way that is comparable to the intended population. Following the guidelines of the International Test Commission and the ETS Standards forQuality and Fairness, this study was designed to collect evidence in support of repurposing the Major Field Test for the Bachelor's Degree in Business (MFT-B) for use in undergraduate level business programs outside of the United States. The author examined the test's reliability and internal structure based on 930 senior college students from 9 business programs in Asia, Europe, the Middle East, and South America. Each participating institution satisfied 2 requirements for this study: (a) having a bachelor's level business curriculum that is similar to their U.S. peer programs and (b) using English as the instructional language. The analyses of the data showed that the MFT-B has the same factor structure for the non-U.S.-based sample as that for their U.S. peers. In addition, the test scores for the non-U.S.-based sample are highly reliable (.90) overall, with some variations among the 9 programs. Both types of evidence support the notion that the MFT-B is appropriate when repurposed for use with non-U.S.-based business programs.

show abstract

“…Students' status (STATUS) is reported to have significant relationship with academic performance (Yousef, 2011;Nonis and Hudson, 2010). Students' majors (ACFI, MGT, OTHER) are also reported to hold meaningful association with their performances (Yousef, 2011;Koys, 2010;Bielinska-Kwapisz and Brown, 2013). From the results, we could not find significant differences in the academic performance of business students enrolled in English-medium class and in Korean-medium class under ceteris paribus assumption.…”

Section: Research Hypothesismentioning

confidence: 99%

Academic Performance of Business Students in Investment Class : A Comparative Study between English-medium Lecture and Korean-medium Lecture

Lee¹,

Kim²,

Choi³

2015

Journal of Fisheries and Marine Sciences Education

View full text Add to dashboard Cite

. Introduction ⅠOver the years, it has been argued among academic circles that academic performance of students taking teaching-in-English class might be lower than those enrolling in teaching-in-Korean class. The underlying assumption behind this argument is that English is an inferior means of teaching between Korean professors and Korean students. Although this is a very interesting and popular argument, no study has yet been published to clarify it. This paper seeks to contribute an understanding of this argument.The objective of this paper is to examine validity of the popular argument that the academic performance of students taking a class in English would be lower than those taking the same course in Korean under ceteris paribus environment.The remainder of the paper is organized as follows. Section II discusses the literature review. AbstractIn recent years, there has been an argument that the academic performance of college students taught in English might be lower than those exposed in Korean under ceteris paribus environment. This paper examined the validity of this argument against the effectiveness of teaching-in-English, using student data from investment courses at a leading national university in Busan. Of a total of 165 students, 77 students took the teaching-in-Korean class (cohort A), whereas 88 students registered for the teaching-in-English class (cohort B). The findings did not support the popular argument. There was no significant difference in academic performance between student cohort A and student cohort B.

show abstract

Differential Gender Performance on the Major Field Test–Business

Cited by 17 publications

References 25 publications

An Analysis of the Educational Testing Service Major Field Test for Business Performance: Further Evidence

An Analysis of the Educational Testing Service Major Field Test for Business Performance: Further Evidence

Repurposing a Business Learning Outcomes Assessment to College Students Outside of the United States: Validity and Reliability Evidence

Academic Performance of Business Students in Investment Class : A Comparative Study between English-medium Lecture and Korean-medium Lecture

Contact Info

Product

Resources

About