Is Higher Better? Determinants and Comparisons of Performance on the Major Field Test in Business

Bielińska-Kwapisz, Agnieszka; Brown, Frank; Semenik, Richard J.

doi:10.1080/08832323.2011.582897

Cited by 16 publications

(8 citation statements)

References 24 publications

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“…The MFT-B has attracted the attention of researchers seeking to identify the determinants of student performance on this widely used assessment. Standardized test scores (ACT/SAT), grade point average (GPA), majors field of study, and gender have been consistently cited as determinative covariates (Bielinska-Kwapisz, Brown, & Semenik, 2012a, 2012bBlack & Duhon, 2003;Bycio & Allen, 2007). This study extends the research stream by further and specifically examining the size and heretofore, unexamined nature of reported MFT-B performance differentials attributed to gender.…”

mentioning

confidence: 63%

“…Gender, specifically male advantage, has been reported in several studies of performance on the MFT-B. Bielinska-Kwapisz et al (2012a) reported that men perform better than women by 4.33 points after controlling for ACT scores, GPA, and an offer of extra credit for performance. Mason, Coleman, Steagall, Gallo, and Fabritius (2011) reported a 4.9point male advantage on the MFT-B while controlling for GPA, SAT, age, transfer, race, and major; while Bagamery, Lasik, and Nixon (2005) reported male scores on the MFT-B that were eight points higher than those from women when controlling for essentially the same stock of covariates.…”

mentioning

confidence: 86%

“…A number of studies have examined the effect of student characteristics on performance on the MFT-B (Allen & Bycio, 1997;Bagamery et al, 2005;Bean & Bernardi, 2002;Bielinska-Kwapisz & Brown, 2011;Bielinska-Kwapisz et al, 2012a, 2012bBlack & Duhon, 2003;Bycio & Allen, 2007;Contreras et al, 2011;Mason et al, 2011;Mirchandani et al, 2001;Stoloff & Feeney, 2002;Terry et al, 2009;Zeis, Waronska, & Fuller, 2009.) Most of those studies included standardized test scores (ACT/SAT), GPA, majors, and gender as independent variables.…”

Section: Determinants Of Mft-b Scoresmentioning

confidence: 99%

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Differential Gender Performance on the Major Field Test–Business

Bielińska-Kwapisz

Brown

2013

Journal of Education for Business

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mentioning

confidence: 63%

mentioning

confidence: 86%

Section: Determinants Of Mft-b Scoresmentioning

confidence: 99%

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Differential Gender Performance on the Major Field Test–Business

Bielińska-Kwapisz

Brown

2013

Journal of Education for Business

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“…Bielinska-Kwapisz et al (2012) point out that such benchmarking can only be meaningful if certain student characteristics are taken into account. Allen and Bycio (1997) reported that MFT performance was significantly associated with students' undergraduate GPA.…”

Section: Rq2mentioning

confidence: 98%

Empirical investigation of predictors of success in an MBA programme

Gupta

Turek

2015

Education + Training

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Purpose -The twofold purpose of this study was to determine if selected variables were predictors of: student performance in the MBA programme; and student performance on the MBA MFT exam. Design/methodology/approach -This study focuses on MBA graduates at a US university who have successfully completed the entire programme requirements. Real student performance data, collected from 2007 to 2012, were analysed using multivariate regression techniques. Findings -Results suggest that academic performance in an MBA programme is positively related to undergraduate grade point average (GPA) and GMAT exam score, two of the most common admissions criteria in use today. Additionally, performance in an initial skills-building course exhibits a strong positive correlation with performance in subsequent MBA courses. With respect to performance on the Major Field Test (MFT-MBA), our results indicate that students who do well in the MBA programme tend to score at a higher level than those with lower overall GPAs.Research limitations/implications -The research study was limited to MBA graduates at a business school in central Virginia. Further studies can determine whether differences in predictors of success in the MBA programme from those found in this study might exist. Practical implications -Results of this study provide practical implication for MBA programme curriculum development and assist MBA admission committees in designing MBA programme admission criteria. Originality/value -An extensive literature exists about the variables that influence the performance on the MFT exam at the undergraduate level. This is the first study to explore these relationships at the graduate level.MBA programmes are carefully designed to infuse both the knowledge and skills necessary to succeed in the rapidly moving, competitive world of business. Organisations all over the world credit their success to the skills acquired by their management in MBA programmes. As the MBA programme is very intense, schools recruit students who share a record of achievement, demonstrate strong leadership, and possess the ability to work in teams. MBA admission committees evaluate a candidate's prior academic performance, test results on GMAT or GRE exams, and the nature of work experience to gauge his or her probability of success in the MBA programme. The GMAT and GPA requirements are typically threshold prerequisites. Other submissions such as letters of reference and essays are more subjective. With a broad base of information about the applicant, the graduate admission committee hopes to admit students who demonstrate high probability of successfully completing the MBA programme.

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“…Class attendance (ATTEN) is reported to have positive impact on students' academic performance (Devadoss and Foltz, 1996;Harb and El-Shaarawi, 2007 Students' TOEIC scores are positively associated to their academic performance (Wilson, et al 2004;Koys, 2010). Grade point average (GPA) was revealed as the strongest predictive factor of students' performance (Koys, 2010;Bielinska-Kwapisz, et al 2012). …”

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

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. 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.

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Is Higher Better? Determinants and Comparisons of Performance on the Major Field Test in Business

Cited by 16 publications

References 24 publications

Differential Gender Performance on the Major Field Test–Business

Differential Gender Performance on the Major Field Test–Business

Empirical investigation of predictors of success in an MBA programme

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

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