Predictors of Performance in Introductory Finance: Variables within and beyond the Student’s Control

Englander, Fred; Wang, Zhaobo; Betz, Kenneth

doi:10.5539/hes.v5n4p119

Cited by 4 publications

(7 citation statements)

References 28 publications

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“…The relationship between the students’ mid-semester exams results and the learning outcome (final exams) merits some discussion. Even though Englander et al (2015) did not include the mid-semester exams as one of the predictors of learning outcome, this study found the mid-semester a significant predictor. Most students are likely to ignore their mid-semester exam scores as a significant predictor of their learning outcome (final exams).…”

Section: Discussioncontrasting

confidence: 73%

“…Thus, based on previous research, one might argue that students attending classes regularly and regular study time will have a greater chance of improving their learning outcome. This is not to say that other variables within the control of the student are unimportant, since Englander et al (2015) found completion of homework assignments, average scores on homework assignments and procrastination are important predictors of learning outcome.…”

Section: Discussionmentioning

confidence: 99%

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Effects of Classroom Attendance and Learning Strategies on the Learning Outcome

Tetteh

2018

JIEB

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Purpose This paper aims to investigate the relationship between the student’s class attendance and learning strategies that will influence Bloom et al. (1956) learning outcome or performance. Design/methodology/approach Data were collected from undergraduate students in their final year. Student identification number was subsequently matched to observe initial, final assessments and responses from questionnaire using parts of MSLQ (Pintrich et al., 1991). Hypotheses were tested, and data were analyzed using multiple regression analysis and multinomial logistic regression analysis. Findings Students’ learning strategies and class attendance are in fact related. Thus, class attendance, students’ study time and the mid-semester exams could explain more than 34.0 per cent of the variance. The results show that class attendance, mid-semester exams and study time had a significant positive influence on the learning outcome. Research limitations/implications This study used undergraduate students in a university in Ghana, and may not necessarily be applicable universally. Also, teachers’ expectancies were not controlled. Another potential limitation was that TQM was the only subject area used for this study. Practical implications This study will recommend teachers to work individually with students in setting appropriate goals for each exam and frequently offer feedback. The results may influence on-line teaching and the student’s role in teaching and learning in the class. Originality/value This paper contributes to literature by examining how the student’s learning strategies, class attendances, study time, gender, status (part time student or full time student) influence the learning outcome or performance. This paper findings will provide educators new ways to understand student behavior and to assist them in achieving learning success.

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Section: Discussioncontrasting

confidence: 73%

Section: Discussionmentioning

confidence: 99%

Effects of Classroom Attendance and Learning Strategies on the Learning Outcome

Tetteh

2018

JIEB

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“…Though some variables, such as individual merit and ability, are the main explanatory factors of performance, actual classroom attendance also has predictive validity (Dollinger et al, 2008). Apart from studies in the psychology discipline empirical studies in some of the hard core business disciplines, such as accounting, economics, and finance (Durden and Ellis, 1995;Devadoss and Foltz, 1996;Chan et al, 1997;Didia and Hasnat, 1998;Cohn and Johnson, 2006;Andrietti, 2014;Mearman et al, 2014;Englander et al, 2015), also establish positive impact of attendance on performance.…”

Section: Review Of Literaturementioning

confidence: 99%

Absenteeism and performance in a quantitative module A quantile regression analysis

Pani

Kishore

2016

Journal of Applied Research in Higher Education

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Purpose – There is growing evidence that learning is faster, measurably better and more productive in a classroom setting when a student attends classes regularly. Each student brings in his/her experience, skills, and unique learning styles to a class – thus a classroom environment can potentially create positive externalities through which a student can gain substantially from various strengths of his/her peers. However, students do remain absent from their classes for a variety of reasons. One of the measurable effects of regular non-attendance in a university class, where students from various cultures and regions interact, is the academic performance. The purpose of this paper is to determine if there is any potential causal link between absenteeism (attendance) and academic performance. Design/methodology/approach – Data were culled from the records of three batches of students in a British university campus in the Middle East. Quantile regression methods were used to establish the causal relationship between absenteeism and academic performance. Findings – A quantile regression analysis reveals that absenteeism has negative impact on academic performance. This also suggests that low performers are worse affected by absenteeism as compared to the high performers. Research limitations/implications – Inclusion of some other factors, such as study habits, additional hours spent on quantitative modules, student’s ethnicity background, particularly in the context of United Arab Emirates, could have emboldened the robustness of the study. Non-availability or paucity of this information, to some degree, has limited the conclusions of this study. Originality/value – Proponents of mandatory attendance argue that there is a positive correlation between attendance and performance. But, one very important issue which gets overlooked is who actually benefits more by attending classes – are the shirkers who have a poor attendance record or the ones who are more sincere, more regular, and active participants in a class? This study uses quantile regression analysis to address this issue.

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“…Barbera et al (2015) suggested temporal analyses examine student behavior at the individual activity level (e.g., studying, seeking assistance) rather than aggregating these activities to the student level. An example of using a more fine-grained approach is seen in research on homework and its relationship to student performance noting the need to analyze the separate effects of homework accuracy and homework completion (Englander et al, 2015). While accuracy and completion had statistically significant impacts on student performance in that study, homework accuracy was the most important variable explaining student performance on the midterm and final exams.…”

Section: Review Of Relevant Literaturementioning

confidence: 96%

“…While accuracy and completion had statistically significant impacts on student performance in that study, homework accuracy was the most important variable explaining student performance on the midterm and final exams. Researchers also found that the impact of variables that students have control over (e.g., completion of homework assignments, average scores on homework assignments, procrastination, and class attendance) were substantially more influential in explaining variations in student performance than those variables considered beyond a student's control (Englander et al, 2015).…”

Section: Review Of Relevant Literaturementioning

confidence: 99%

Temporal flexibility, gender, and online learning completion

et al. 2021

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Flexible learning removes barriers relating to time, place, and pace. While time management skills have been identified as necessary for learners to take advantage of flexible learning, relatively little is known about the temporal dimensions of flexible learning and how gender might relate to temporal flexibility and its perceived benefits. To address this gap, we analyzed data from 380,000 students participating in two massive open online courses to create a model that predicts course completion likelihood from learner time management behaviors and gender. Results supported most a priori assumptions. Successful course completers logged in frequently, devoted longer amounts of time to each session, moved quickly through course materials, and completed coursework early. However, consistent study was associated with lower course completion likelihood, and women benefited more from reduced consistency. These findings suggest that temporal flexibility may especially benefit women.

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Predictors of Performance in Introductory Finance: Variables within and beyond the Student’s Control

Cited by 4 publications

References 28 publications

Effects of Classroom Attendance and Learning Strategies on the Learning Outcome

Effects of Classroom Attendance and Learning Strategies on the Learning Outcome

Absenteeism and performance in a quantitative module A quantile regression analysis

Temporal flexibility, gender, and online learning completion

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