Incorporating New Technology into the Delivery of Property Education

Cornish, Sarah E.; Reed, Richard; Wilkinson, Sara

doi:10.1080/14445921.2009.11104283

Cited by 13 publications

(17 citation statements)

References 2 publications

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“…Aside from the traditional face-to-face delivery system, increased emphasis should be placed on the effective use of web-based technologies (blackboards and podcasts), the use of the internet, online educational resources and problem-based learning method. Successful blend of these delivery methods has been found to enhance the quality of teaching and learning in real estate programs, address deficiencies in students’ learning and by extension improve universities retention rates (Cornish et al , 2009; Yam and Rossini, 2010, 2012; Newell et al , 2010).…”

Section: Findings and Discussionmentioning

confidence: 99%

Factors affecting the academic performance of real estate students in a specialized Federal University of Technology in Nigeria

Ojetunde

Sule

Kemiki

et al. 2020

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Purpose The purpose of this paper is to examine the factors affecting the academic outcome of real estate students in a specialized Federal University in Nigeria. Furthermore, this paper investigates the phenomenon of publication bias in the extant literature as such evidence poses severe threats to the validity of empirical findings on factors affecting the degree outcome of undergraduate students. Design/methodology/approach The standard statistical approach adopted was to examine whether the reported coefficient estimates from ten empirical studies (105 observations) are independent of their standard errors by employing both ordinary least squares (OLS) and weighted least squares (WLS). In this paper, this approach enabled evidence of publication bias in the cited literature to be refuted. In addition, data were also collected on the academic measure and demographic information of 449 students who graduated between 2005 and 2011. For the purpose of analysis, the study utilized a stepwise logistic regression technique to examine the factors impacting on the degree outcome of real estate students. Findings The results of the OLS and WLS regression indicate that there is no significant evidence of any empirical effect of publication bias in the extant literature. The results of the logistic regression also revealed that grade point average, gender differences, prior knowledge of real estate discipline and potential difference in year of enrollment impact on students’ academic performance in terms of their ability to graduate at first attempt. In addition, factors such as age, marital status, high school grade and geopolitical/ethnic background of undergraduate real estate students do not influence their opportunities to graduate at first attempt from the university. Research limitations/implications This paper focuses only on one specialized university of technology offering a bachelor’s program in real estate in Nigeria, so as to remove any extraneous factor(s) that could be present in the other institutional settings where students have completed such program. Extending similar study to tertiary institutions in Nigeria that share similar geographical characteristics and institutional settings can produce far-reaching generalization. Originality/value This paper contributes to the scanty literature on factors affecting the academic performance of students in an undergraduate real estate program in Nigeria. A scientific element of novelty in this paper is the evidence of the absence of the underlying effect of publication bias in the extant literature on students’ academic outcome in tertiary institutions. Findings from this study serve as the basis for university officers to monitor significant transitions in real estate students’ academic progress, so as to identify those who are unlikely to graduate at first attempt early at the entrant level. Generally, the outcome of this research could provide faculty and admission officers in tertiary institutions with complementary information in arriving at an informed decision in a non-discriminatory admission process.

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Section: Findings and Discussionmentioning

confidence: 99%

Factors affecting the academic performance of real estate students in a specialized Federal University of Technology in Nigeria

Ojetunde

Sule

Kemiki

et al. 2020

View full text Add to dashboard Cite

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“…The study affirmed the existence of a positive correlation between the number of real estate graduate courses and local real estate economy. Cornish, Reed and Wilkinson (2009) analyzed the usefulness of online technology as opposed to conventional classroom teaching and paper based assessment.…”

Section: Review Of Relevant Literaturementioning

confidence: 99%

Factors influencing academic performance of real estate students in Nigeria

Ayodele

Oladokun

Gbadegesin³

2016

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Purpose The purpose of this paper is to examine the factors affecting academic performance of real estate students in a developing country like Nigeria. Design/methodology/approach Data for the study were collected with the aid of questionnaire served on 152 final year real estate students of Obafemi Awolowo University, Ile-Ife and Federal University of Technology Akure, in southwestern Nigeria. Data collected were analysed using descriptive and inferential statistics. Findings Findings show that the factors relating to academic assessment, parent/family background and teaching methods or techniques have more impact on students’ academic performance, while school and general academic environment had less influence on students’ academic performance. Research limitations/implications The study complements the body of knowledge regarding the factors influencing real estate students’ academic performance from the point of view of an emerging economy where issues of socioeconomic, academic and training perspectives differ from what obtains in advanced economies. Originality/value This study is one of the few attempts at establishing factors that influence real estate students’ performance, especially from an emerging economy like Nigeria.

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“…Referring to the research of Cornish et al (2009), Medallon and Martinez (2014) and Sulong (2014), we can summarise that the identification of motivating factors that influence university-level studies and their adequate assessment may help the university or tertiary school in question adopt corrective measures that would make the offered programmes more attractive, develop the quality of the teaching staff and build the institution's reputation. It should be noted that identifying student needs and wishes is not an end in itself; the findings on motivation must then be accordingly implemented into the teaching and the educational process as a whole.…”

Section: Introductionmentioning

confidence: 99%

Factors influencing students' motivation to study at a university

Urbancová

Fajčíková

2020

IJEED

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One of the main priorities of universities today is to determine the motivating factors influencing students' attitude towards their studies and whether they successfully graduate or not. The aim of the paper is to identify selected attributes influencing student motivation and evaluate their impact on the learning process. The results were obtained through a quantitative survey (n = 293) and were evaluated using descriptive and multi-dimensional statistics. The survey identified two main factors influencing the motivation to study (quality of teaching and teacher, personal aspirations), with variable strength ranging from 0.513 to 0.836. These findings may help in targeted preparation and optimisation of study programmes that would respect the key motivations of students, and as a direction for future research, particularly aimed at student performance and teaching results comparable in the national and international academic environment.

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Incorporating New Technology into the Delivery of Property Education

Cited by 13 publications

References 2 publications

Factors affecting the academic performance of real estate students in a specialized Federal University of Technology in Nigeria

Factors affecting the academic performance of real estate students in a specialized Federal University of Technology in Nigeria

Factors influencing academic performance of real estate students in Nigeria

Factors influencing students' motivation to study at a university

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