The distribution and utilization of class time: How long should class be, and should students even attend?

Tatum, Robert C.; Childers, Keisha L.

doi:10.1016/j.iree.2013.04.017

Cited by 3 publications

(2 citation statements)

References 19 publications

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“…(1) Credits Completed (Chan, Shum, & Wright, 1997;Shum & Chan, 2000, who found a positive relationship between student performance in finance courses and credits completed) to measure how far along a student is in his/her undergraduate program at the outset of the semester when the student is enrolled in the introductory finance course, (2) Credits Attempted which measures the overall academic workload taken on by the student in that semester where he/she has enrolled in the introductory finance course (Borg, Mason, & Shapiro, 1989;Lynn, 2006, who found a negative link between academic performance in business courses and credits attempted), (3) Gender in order to examine if, ceteris paribus, performance in this introductory finance course tends to be higher among male or female students (Tatum & Childers, 2013, who report (a) earlier studies on the effect of gender on performance indicate that female students are at a disadvantage and (b) more recent studies show no systematic effect of gender), …”

Section: Methodsmentioning

confidence: 99%

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

Englander¹,

Wang²,

Betz³

2015

HES

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This study examined variables that are within and beyond the control of students in explaining variations in performance in an introductory finance course. Regression models were utilized to consider whether the variables within the student's control have a greater impact on course performance relative to the variables beyond the student's control. Among the particular variables within the student's control were the student's inclination to procrastinate as evidenced by the relative delay the students exhibited in commencing online homework assignments. Also, separate measures were constructed to examine the effect of the accuracy of the homework submitted and the student's actual completion of those assignments. Class attendance was also considered. The variables largely beyond the control of the student examined in this study were a measure of how far along in the undergraduate program the student had progressed when he/she enrolled in the introductory finance course, a measure of the credit load of the student in the semester when the student took the course, the student's gender, the student's overall academic ability and the relative strength of the student in comprehending quantitative versus verbal concepts. For the three measures of student performance studied, average homework grade, the mid-term exam grade and the final exam grade, all of the relevant variables within the student's control demonstrated some impact on the various measures of performance. There was persuasive evidence that the variables within the student's control were more influential in explaining differences in student performance than the variables beyond the student's control.

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Section: Methodsmentioning

confidence: 99%

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

Englander¹,

Wang²,

Betz³

2015

HES

View full text Add to dashboard Cite

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“…In conclusion, integration of newly acquired skills, goal‐directed lessons, and tailored feedback are critical for developing mastery . This cycle does not have to take considerable time; 2 short sessions a week is extremely effective . The program described here could be used for other surgical skills training, and additional study is warranted.…”

Section: Discussionmentioning

confidence: 91%

Evaluation of peer teaching and deliberate practice to teach veterinary surgery

et al. 2018

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Objective: To assess the impact of peer teaching and deliberate practice on surgical skills acquisition and retention in first-and second-year veterinary students. Study design: Randomized, prospective, comparative study. Sample population: Eighteen first-year and 25 second-year students from 1 college of veterinary medicine who had previously demonstrated proficiency in basic surgical skills. Methods: Forty-three participants were divided into 3 groups: the test group (group A, n = 15), who participated in a structured peer-assisted learning program using deliberate practice; the time-practice control group (group B, n = 15), who participated in an unstructured peer-supported environment; and the assessmentonly control group (group C, n = 13), who participated in the assessments. Participants performed a subcutaneous mass removal on a cadaver model and were assessed via a global rating system. Three assessment points were evaluated: pretraining, immediate posttraining, and retention. Results: The number of participants who achieved acceptable or excellent grand total scores in group A increased after training. Among all participants, 22% in group A, 35% in group B, and 38% in group C did not achieve an acceptable total score at the retention assessment. Conclusion: The study population improved in skill level and retention through the use of standardized video and peer instruction with attention to effective learning strategies, particularly deliberate practice. Clinical significance: Use and enhancement of the format introduced in this study could augment veterinary surgical education.

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Gamification of University Subjects

Río

Cornejo

Rodríguez

et al. 2021

Journal of Information Technology Research

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The masterly lesson, tedious and lacking in motivation for today's university students, provokes a passive attitude from them in the classroom. If they also use their mobile phones to escape from the classroom, the situation seems to get worse. Low attendance rates and poor academic results are some of the consequences of a serious problem: the lack of commitment of students to their learning process. Incorporating elements of games, together with new technologies, may be a possible solution. Thus, in the academic year 2018/2019 the classes of the subject Operations Management II taught throughout the fourth year of Business Administration and Management Degree offered by the University of Cadiz were gamified with Kahoot! The students felt more motivated and their grades improved in comparison to the previous year. In addition, a comparison was made with the results shown in the exams of the academic year after the gamified activity.

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The distribution and utilization of class time: How long should class be, and should students even attend?

Cited by 3 publications

References 19 publications

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

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

Evaluation of peer teaching and deliberate practice to teach veterinary surgery

Gamification of University Subjects

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