Student Grade Motivation As A Determinant Of Performance On The Business Major Field ETS Exam

Abstract

This paper examines the determinants of performance on the business major field achievement ETS exam with a focus on the impact of applying ETS exam scores to part of the capstone course grade as a performance incentive. The sample consists of 150 students at a midsized regional institution located in the Southwestern region of the United States. The empirical model employed controls for grade point average, standardized test scores (SAT/ACT), junior college transfer students, and gender. The results indicate that students are motivated to put forth significantly more effort when capstone course grade is impacted by ETS performance.

Measuring Motivation in Low‐Stakes Assessments

“…This pattern has been shown in a number of other investigations (Sundre, ; Sundre & Kitsantas, ; Terry, Mills, & Sollosy, ; Wolf & Smith, ; Wolf, Smith, & DiPaolo, ). For example, other studies have shown that taking a test that has consequences for course placement, promotion, graduation, or admission influences test performance via motivation (Cole & Osterlind, ; DeMars, ; Liu et al, ; Rothe, ).…”

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

“…SAT scores have been shown to be associated with higher grades from high school through college (Bernardi & Bean, 1999;Bernardi & Kelting, 1997) as well as higher scores on the certified public accountant (CPA) examination (National Association of State Boards of Accountancy [NASBA], 1994). All previous research on MFT-B has found ACT and SAT scores to be positively and significantly correlated with MFT-B scores (Allen & Bycio, 1997;Bagamery, Lasik, & Nixon, 2005;Bean & Bernardi, 2002;Bielinska-Kwapisz, Brown, & Semenik, 2012;Black & Duhon, 2003;Bycio & Allen, 2007;Mirchandani, Lynch, & Hamilton, 2001;Terry, Mills, & Sollosy, 2008). Therefore, we expect general intellectual ability (as measured by ACT) to have a positive impact on performance on the MFT-B.…”

“…Because the MFT-B's goal is to test general business knowledge, GPA should be the most important predictor of the MFT-B performance. All previous studies have found GPA to be a significant determinant of performance on the MFT-B (Allen & Bycio, 1997;Bielinska-Kwapisz, et al, 2010;Black & Duhon, 2003;Bycio & Allen, 2007;Mirchandani, et al, 2001;Terry et al, 2008). Rook and Tanyel (2009) found that business core GPA was a slightly better predictor of test improvement than upper level business GPA.…”

“…Business core GPA was a slightly better predictor of test improvement than upper-level business GPA, however both measures were highly significant. Terry, Mills, & Sollosy (2008) 0.6% 50 -96.9(6.37) + 3. SAT-Math Mirchandani, Lynch, & Hamilton (2001) 65-79% 114/Rowan University Two types of factors found to be significant: input (e.g., SAT scores, transfer GPAs, gender) and process (e.g., grades in each of the business core courses that are tested in the ETS exam, such as accounting, economics, or finance).…”

“…Therefore, in many schools, students are offered extra credit for good performance on the MFT-B. Terry et al (2008), Bycio and Allen (2007), and Allen and Bycio (1997) reported an increase in the MFT-B scores when the motivation to take the exam was higher. Therefore, we expected our EXCRED variable, which would take the value of 1 when extra credit is offered and 0 otherwise, to be a significant and positive determinant of performance on the MFT-B.…”