Showing papers in "American Journal of Business Education in 2010"
TL;DR: In this paper, the value of experiential learning is explored as it has now become a given among educators and corporate leaders that a university must provide experiencial learning programs such as internships; real-life cases in marketing research, advertising, etc., and voluntary student participation in income tax preparation for the needy and elderly; and many additional types of programs to promote the application of learning and involvement with the world of work.
Abstract: The value of experiential learning is explored as it has now become a given among educators and corporate leaders that a university must provide experiential learning programs such as internships; real-life cases in marketing research, advertising, etc.; and voluntary student participation in income tax preparation for the needy and elderly; and many additional types of programs to promote the application of learning and involvement with the world of work. The paper presents one unique experiential learning program in complete detail—Student in Free Enterprise’s Walgreens Wrangle. This is a twelve-university business strategy competition sponsored by the Students in Free Enterprise team at Southern Arkansas University that has the three-day involvement of managers of four major corporations. This period of time to interact both professionally and socially with a corporate group has proven to be invaluable to business majors and provided them with many experiential learning experiences.
80 citations
TL;DR: In this article, a review of the impact of Problem-Based Learning (PBL) on the critical thinking skills in business education courses in Malaysia is presented, in which the main teaching and learning methodology is PBL, which is known to have maximum positive impacts in producing professional competencies among graduates in many educational disciplines.
Abstract: This review forms the background to explore and to gain empirical support among lecturers to improve the students’ critical thinking skills in business education courses in Malaysia, in which the main teaching and learning methodology is Problem-Based Learning (PBL). The PBL educational approach is known to have maximum positive impacts in producing professional competencies among graduates in many educational disciplines. However, there is limited discussion about PBL pedagogical approaches implemented in business education. This approach has not been established as a major pedagogical method in schools of business around the world. However, there are a few schools of business that use the implementation of PBL in their curriculum structures. Studies that focused on that issue are implemented in various aspects, courses and using various methodologies. There are various materials which relate to PBL and critical thinking skills. However, in Malaysia, the material is limited because of the lack of research relating to this methodology and lack of research documentations. In Malaysia, the PBL method is only being practised at higher institutions of learning, and it is only limited to certain fields. The analysis of this part tends to discuss PBL in tertiary education, examining the mechanism of the popular educational approach of PBL. The analysis of PBL is intended to see if it may offer any solutions to problems encountered in various education, and to focus on its potential for implementation and impact on critical thinking skills in teaching business education.
69 citations
TL;DR: In this paper, the authors examine student attitudes and awareness of online social networking practices and find that the majority of students are not aware of the social networking sites' role in the hiring process.
Abstract: The use of online social networking is a commonplace occurrence. A recent trend is for employers and recruiters to utilize social networking sites to screen candidates as part of the hiring process. This study examines student attitudes and awareness of these practices .
68 citations
TL;DR: In this paper, the authors examined the influence of various sources of information on students' choice of a university and found that parents, along with other family and friends, were the most influential sources for information outside of personal contacts.
Abstract: Emerging peer-to-peer communication via social media, and the role of influential peers, is changing the way that marketers communicate with prospects. The model is changing from a sender-receiver model to one that includes influential peer-to-peer and receiver-to-sender communication. This research examines this phenomenon in the context of student choice of a university. What is the relative influence that various sources of information have on students’ choice of university? How does the influence of friends and family members compare to the influence of non-personal media? How do high-touch tools like campus visits compare to high-tech tools such as social media sites? Results of a survey of students showed that parents, along with other family and friends, were the most influential sources of information. Outside of personal contacts, a student’s visit to campus was highly influential. Surprisingly, social media was not rated as highly influential compared to traditional media. Results of a second survey of university employees generally predicted student responses well, although employees underestimated the influence of university representatives (faculty members, staff, and coaches) and underestimated the impact of a visit to campus as sources of information for prospective students.
62 citations
TL;DR: This article identified those core competencies through comprehensive literature review, original studies using primary data, and contextual analysis of the contemporary workplace in which the skills will be valued, and identified the attributes new college graduates should have to meet the challenges and access opportunities of the 21st century workplace.
Abstract: Today’s college graduates face an uncertain and demanding job market in which they are likely to encounter evolving skill needs, reduced hiring, and heightened competition from experienced laid off workers and globally available labor. These realities underscore the importance expressed by educators and practitioners of identifying attributes new college graduates should have to meet the challenges and access opportunities of the 21 st century workplace. This paper identifies those core competencies through comprehensive literature review, original studies using primary data, and contextual analysis of the contemporary workplace in which the skills will be valued.
53 citations
TL;DR: This paper explores the literature on lean manufacturing, value stream mapping (VSM), Simulation and lean accounting in order to incorporate and integrate them for the purpose of solving the dilemma between lean implementation benefits and financial and accounting reporting methods.
Abstract: Lean has proven to be an effective management philosophy for improving businesses in a competitive market by eliminating waste and improving operations. An impact of implementing lean projects is the rapid reduction in inventory levels, which gives management the false impression that profits are decreasing while workers on the shop floor observe improvements in operations and increased floor space. This paper explores the literature on lean manufacturing, value stream mapping (VSM), Simulation and lean accounting in order to incorporate and integrate them for the purpose of solving the dilemma between lean implementation benefits and financial and accounting reporting methods.
46 citations
TL;DR: In this article, a review of deep learning strategies, explains how they can be successfully incorporated into asynchronous course discussions and highlights several critical connections between deep learning and increased student retention in business courses.
Abstract: Interest, application and understanding—these are key elements in successful online classroom experiences and all part of what is commonly referred to as deep learning. Deep learning occurs when students are able to connect with course topics, find value in them and see how to apply them to real-world situations. Asynchronous discussion forums in business courses offer excellent opportunities for instructors to promote deep learning and, thereby, positively impact retention rates. Instructional strategies that encourage deeper thought and further consideration of course topics not only lead to robust discussions but also to heightened student interest and motivation levels. This paper presents a review of deep learning strategies, explains how they can be successfully incorporated into asynchronous course discussions and highlights several critical connections between deep learning and increased student retention.
45 citations
TL;DR: In this paper, the journal entry assignment is introduced to help address the challenge of creating a more experiential education and preparation for business, which enables students to learn by doing and creates a "living case study" experience for students.
Abstract: Research demonstrates that the capacity to implement strategy and to execute plans drives business success (Hrebiniak, 2007) and that businesses’ inability to succeed by executing effectively arises from the ubiquitous incapacity of business professionals to overcome the gap between what they know and what they are actually able to do, whether personally or professionally (Pfeffer & Sutton, 2000). Research and experience also demonstrates that the capacity to execute is not primarily about operational or tactical skills. Rather, it is more a “discipline to learn” (Bossidy, Charan & Burck, 2002; i.e., the capacity to execute is primarily a discipline of continuously learning to acquire, to interpret, and especially to apply information (Garvin, 2000) in a never-ending spiral of improvement. Business professionals must possess this capacity in order to succeed over the long-term. The purpose of business education is to prepare professionals for successful performance in businesses. However, unlike the preparation of medical doctors and many other professionals, the education in most business schools remains more theoretical than experiential in the andragogy employed. Even the typical case study, like many instructional techniques used in business schools, is still relatively “theoretical” in that it is not a business experience in which the student is personally involved. This paper introduces an instructional method, the journal entry assignment, to help address the challenge of creating a more experiential education and preparation for business. This assignment enables students to “learn by doing” and, in effect, it creates a “living case study” experience for students.
34 citations
TL;DR: In this paper, the authors introduce Practical Organizational Behavior Education (PROBE) as one way of helping students develop a deep passion for their work that is important for students to develop early in their careers.
Abstract: When teaching social entrepreneurship and sustainability, using an experiential learning approach can be more effective than a traditional lecture approach. Social and environmental entrepreneurs often have a deep passion for their work that is important for students to develop early in their careers. Experiential learning enables students to create and experience this passion for themselves, thereby preparing them with the motivational and emotional resources they may need to be successful in the future. We introduce Practical Organizational Behavior Education (PROBE) as one way of helping students develop this passion. PROBE was originally developed as a service-learning project for an undergraduate course in organizational behavior at a very small, private university. However, in this manuscript, we show how PROBE can be modified and extended to effectively teach business students about triple bottom line concepts, sustainability, and social entrepreneurship at the undergraduate and MBA levels within a large, public university system. We provide practical suggestions for instructors interested in implementing this approach in a broad variety of settings.
33 citations
TL;DR: In this article, a case study of a local cohort of recent Durban University of Technology graduates showed that both human capital and screening theories account for the economic value of higher education in their perceptions and experiences.
Abstract: A perennial debate in the economics of education is whether human capital or screening/signalling theories best explain the value of schooling and hence the private demand for, in particular, higher education. Human capital theory proposes that formal training such as that offered by higher education institutions improves the productive capacity of individuals. Screening theory, on the other hand, posits that the value of higher education credentials flows primarily from their value as signals to potential employers of the abilities of the holders of such qualifications. Following the application of Wiles’ (1974) test and regression analysis this case study finds that it is probable that both human capital and screening theories account for the economic value of higher education in the perceptions and experiences of a local cohort of recent Durban University of Technology graduates. This finding, in spite of its empirical support, relies on a certain amount of intuition necessitated by technical and analytical constraints that are discussed in the paper.
33 citations
TL;DR: The authors conducted a qualitative research study that analyzed the viewpoints and perceptions of group or team-based projects among undergraduate business students and identified five pro-team thematic perspectives of team learners' views including better deliverables, increased ideas, improved learning experiences, reduced workload, and collective security.
Abstract: Postsecondary learning environments often utilize team-based pedagogical practices to challenge and support student learning outcomes. This manuscript presents the findings of a qualitative research study that analyzed the viewpoints and perceptions of group or team-based projects among undergraduate business students. Results identified five pro-team thematic perspectives of team learners’ views including better deliverables, increased ideas, improved learning experiences, reduced workload, and collective security. Responses from students who preferred to work autonomously resulted in three themes centered on self-sufficiency, social loafing, and schedule challenges. Two situational student responses were identified regarding how and why faculty should utilize group and team projects in consideration of individual efficiency and assignment objectives and outcomes conflicts. This study concludes with research-based recommendations for teaching, learning, and further research.
TL;DR: In this article, a pilot study was conducted with over 75 business graduate students to investigate the effects of service-learning curriculum at the collegiate level, and the following qualitative data was collected: observations, field notes, interviews, video-taped group meetings, and student reflection journals.
Abstract: The purpose of this paper is to identify how students gain “real-world” experience via service-learning projects. This article describes the results of a pilot study conducted with over 75 business graduate students to investigate the effects of service-learning curriculum at the collegiate level. The following qualitative data was collected: observations, field notes, interviews, video-taped group meetings, and student reflection journals. This data was collected to gain insight on the research question, “What are business students’ views of service-learning projects and how they contribute to ‘real-world’ experience?” In addition, this article briefly discusses literature on the ethnographic qualitative approach and its significance, as well as the service-learning literature that continues to evolve as the instigation of such projects continues to draw the attention of researchers and educators.
TL;DR: A comparative study of two sections of an MBA organizational theory course, one taught online and the other face-to-face, suggests that neither modality is more effective than the other with regard to student achievement or their perceptions of course effectiveness.
Abstract: There is much discussion about whether online instruction is as effective as face-to-face instruction. To address this question, a comparative study was made of two sections of an MBA organizational theory course, one taught online and the other face-to-face. The content covered by both sections was the same with similar assignments and a common final examination. There was little difference between the sections on the results of the final examination or the student course evaluations. This study suggests that neither modality is more effective than the other with regard to student achievement or their perceptions of course effectiveness.
TL;DR: In this paper, the authors compared the results of paper and online evaluations and found that while a drop in response rate did occur when the switch was made, no significant change in instructor and course ratings was observed.
Abstract: The purpose of this study is to compare the results of paper and online evaluations. The following analysis examines data from six departments of the School of Business Administration during a programmed switch from paper to online evaluations. The courses that participated in this study were divided and compared in the following manner: advanced and core classes, large and small sections, and courses taught by full-time and part-time faculty. The data was collected over a one-year period and contrasts the Spring 2008 and 2009 semesters, during which a total of 4,424 evaluations were reviewed. In addition, data on the years from 2005 to 2008 are provided as a comparison benchmark of typical responses collected when paper evaluations were used. The conclusions of this study show that while a drop in response rate did occur when the switch was made, no significant change in instructor and course ratings was observed. Furthermore, the students who did complete online evaluations provided lengthier and more numerous comments.
TL;DR: In this paper, the authors investigate whether the use of a personal response system (clickers) in the classroom increases student participation and discussion and its impact on the quality of the discussion in undergraduate accounting courses.
Abstract: The goal of this research project is to investigate whether the use of a personal response system (“clickers”) in the classroom increases student participation and discussion and its impact on the quality of the discussion in undergraduate accounting courses. While many studies conducted regarding the use of clickers rely on student surveys to determine the effectiveness of using clickers, this study will add to the literature by providing evidence of actual student behavior as it relates to participation when clicker technology is used in the classroom. Our study includes collecting data on student classroom behavior by observing and measuring the level of participation in both clicker and non-clicker classes. We discuss the observed impact of clickers on class participation and contrast it with prior work on the perceived impact, the use of clicker technology versus a clicker question, and the impact of the clickers on the faculty participating in this project.
TL;DR: In this article, the authors surveyed 367 accounting faculty members from AACSB accredited Colleges of Business to examine their research productivity and the intrinsic and extrinsic motivators to conduct research, and found significant differences in the importance of these rewards between tenured-untenured and between male-female faculty members.
Abstract: This study surveyed 367 accounting faculty members from AACSB accredited Colleges of Business to examine (1) their research productivity and (2) the intrinsic and extrinsic motivators to conduct research. Wide differences in research productivity were observed in the faculty associated with doctoral vs. non-doctoral granting programs. There were some common motivators of research for faculty in the two sets of programs; however, some interesting differences were also noted. Of the thirteen rewards studied, receiving or having tenure is the most important reward, while getting a possible administrative position was the least important. There were significant differences in the importance of these rewards between tenured-untenured and between male-female faculty members. Faculty perceives a strong link between research productivity and the attainment of the rewards of tenure and of promotion. However, in the minds of the faculty, the link between publications and salary increases is not strong.
TL;DR: This article found that accounting faculty are more likely to define potentially disruptive student behaviors as incivility and reported higher levels of classroom incivilities than cross-disciplinary faculty, while business administrators found general agreement between accounting faculty and business administrators relating to both the definition and occurrence of incivism.
Abstract: Classroom incivility is any action that interferes with a harmonious and cooperative learning atmosphere in the classroom (Feldman, 2001). We compared the perceptions of accounting faculty to the perceptions of cross-disciplinary faculty relating to both the definition of student actions as incivility and the occurrence of incivility. We also compared faculty and business administrator perceptions to investigate the level of administrator awareness of accounting classroom incivility. Our results indicate that accounting faculty are more likely to define potentially disruptive student behaviors as incivility and reported higher levels of classroom incivility than cross-disciplinary faculty. We find general agreement between accounting faculty and business administrators relating to both the definition and occurrence of incivility.
TL;DR: In this article, the authors present a series dedicated to presenting students the opportunity to better understand the key theoretical constructs in the introductory financial management course and cover the topics of stockholder wealth maximization and its close cousin, agency theory.
Abstract: The following article represents the first in a series dedicated to presenting students the opportunity to better understand the key theoretical constructs in the introductory financial management course. The current essay offers an introduction to the series and covers the topics of stockholder wealth maximization and its close cousin, agency theory.
TL;DR: In this article, a model for teaching decision making in a lean company which uses value stream costing for such decisions as special orders and make-or-buy decisions is presented, which will be of benefit to the future cost/managerial accountants.
Abstract: Lean accounting has become increasingly important as more and more companies adopt the lean enterprise model or some variation of it. Cost and managerial accounting textbooks continue to use, almost exclusively, models based on standard overhead absorption, which if used in a lean environment will not accurately reflect the benefits from the movement to a lean enterprise and may distort the impact of the changes. Because of these developments, accounting students should be exposed to lean accounting models beyond a brief introduction in their basic cost and management accounting courses. This paper presents a model for teaching decision making in a lean company which uses value stream costing for such decisions as special orders and make-or-buy decisions. The use of these models in cost and managerial accounting classes will be of benefit to the future cost/managerial accountants.
TL;DR: In this article, the authors report the learning results of using an equity trading simulation across three different classes at a small Midwestern liberal arts college and find that students with a range of prior courses in business and economics are included.
Abstract: Over the past several decades, colleges and universities have moved away from the traditional chalk-and-talk lecture. Professors have experimented with a myriad of methods to engage students more fully. Some of the innovations that have been used have succeeded in improving student performance and satisfaction. In this paper we report the learning results of using an equity trading simulation across three different classes at a small Midwestern liberal arts college. Sixty-one students participate in a nine-week equity trading simulation exercise. All class levels are represented, and students with a range of prior courses in business and economics are included. Assessment tools include a pre-simulation survey, a pre-simulation investments test, a post-simulation survey, a post-simulation investments test, and simulation performance. The simulation allows trades in all U.S. equities including ADRs. Trades use actual delayed market prices with a 20-minute delay in order execution . No actual investments are made. The students are given a test before the simulation began to assess their incoming knowledge of investment fundamentals. None of the three classes covers this material in lecture. The students have access to online investments resources and information during the simulation via the simulation service provider. A test is given on the same investment fundamentals after the simulation is completed. The students are also surveyed as to their motivation, interest and satisfaction. Initial results show an average 14-point difference (out of 100) between the pre and post-simulation test scores. This is significantly different from zero at better than the 99 percent level. The gains in performance are higher for the students with the lower pre-simulation test scores. Pre-simulation test scores are significantly higher for students who have taken more business and economics classes. Interestingly, post-test scores show no significant relationship to the number of prior courses in business and economics suggesting that the simulation effectively delivers content to students with limited backgrounds. Survey results show that 64 percent of students regularly use the online education resources provided as part of the simulation, while 97 percent report using outside resources to inform their decisions. Sixty-six percent report the simulation is effective or very effective at increasing their knowledge of investments. Most students, 86 percent, indicate that the simulation increased their interest (a little or greatly) in investments and equity markets.
TL;DR: In this article, the authors examined student performance in intermediate accounting courses offered in four different scheduling formats including one, two, and three days per week over traditional long semesters, as well as during compressed four-week summer sessions.
Abstract: Cognitive psychology research, as well as educational psychology research, suggests that learning is enhanced when new subjects are presented in spaced-out sessions rather than compressed into fewer, longer sessions (the “spacing effect”). This would suggest that students should learn better when taking courses that are scheduled over longer time periods (two or three days per week over a long semester) rather than in an intensive (one day per week) or compressed (summer session) format. This research investigates whether the spacing effect exists for students in Intermediate Accounting classes. Specifically, this research examines student performance in Intermediate Accounting courses offered in four different scheduling formats including one, two, and three days per week over traditional long semesters, as well as during compressed four-week summer sessions. A significant association between course schedule and student performance is found to exist. The effect of student age and gender on this association is also explored. Results identify one scheduling option which appears to be a particularly poor schedule for Intermediate Accounting, as well as particular characteristics of students who might be more likely to have difficulty with this schedule. Results should be of interest to university administrators responsible for making scheduling decisions, to faculty members teaching under different course schedules, and to individual students planning their class schedules.
TL;DR: In this paper, the Neo-FFI scale was used to measure the five personality dimensions of openness, agreeableness, extroversion, conscientiousness, and neuroticism.
Abstract: This study investigated the effects of personality on attitudes toward academic group work among a sample of 225 business students. Data were collected using pre-existing scales for measuring personality and attitudes toward academic group work. Specifically, the Neo-FFI scale was used to measure the five personality dimensions of openness, agreeableness, extroversion, conscientiousness and neuroticism. Regression analysis indicated that extroversion was the best predictor of respondents’ attitudes toward academic group work. Individuals with high extroversion scores had positive attitudes toward academic group work. Neuroticism, agreeableness and conscientiousness were also related to respondents’ preference for group work and discomfort with group work. Interestingly, respondents’ level of openness had no impact on any of the work group attitude variables.
TL;DR: In this article, the authors examined characteristics important to online MBA students and alumni and found that the importance of characteristics in a MBA program falls into three tiers: availability, quality, and cost.
Abstract: This study examines characteristics important to online MBA students and alumni. The study looks at what characteristics are important in an online MBA Program and if the level of importance of these characteristics varies by demographic variables. The study focuses on availability, program quality, program length, cost, and courses in the curriculum. The results suggest that the importance of characteristics in a MBA program falls into three tiers. The most important characteristic is availability. The next tier of importance is quality, program length, and cost. There is no significant difference in importance among these three characteristics, but they are all significantly lower in importance than availability. The final characteristic is courses as this is rated significantly lower than the other characteristics in terms of importance. The research also examined if there were differences in importance characteristics by gender, age, years’ work experience and income and found while the basic order rankings were very similar across the different demographic variables, there were a few differences among demographic groups. Women rated as quality, length, and courses at a higher level of importance than men did. Finally, those with more years work experience rated availability at a significantly higher level of importance than those with fewer years work experience.
TL;DR: In this article, the authors highlight one experiential activity that injects global competencies in students, thereby making them more valuable to the organizations that utilize their services and highlight the importance of international exposure of students in today's globalized world.
Abstract: International exposure of students is very essential in today’s globalized world. Experiential learning, such as study abroad, plays a major role in developing global competencies in students, making them more marketable globally. This paper highlights one experiential activity that injects global competencies in students, thereby making them more valuable to the organizations that utilize their services.
TL;DR: This article examined whether on-campus students are more likely to take advantage of university provided resources (libraries, tutors, computer technology, university sponsored extracurricular activities, etc).
Abstract: In a recent study, de Araujo and Murray (2010) find empirical evidence that living on campus leads to improved student performance, finding both immediate effects (GPA improves while the student lives on campus) and permanent effects (GPA remains higher even after moving off campus). Using the same dataset, we extend the analysis to explain why students that live on campus perform better. We examine two possible channels. First, we examine whether on-campus students are more likely to take advantage of university provided resources (libraries, tutors, computer technology, university sponsored extracurricular activities, etc) than off-campus students. Secondly, we examine peer influences and interactions, including collaborative studying with friends and/or classmates and engagement in drug and alcohol consumption. For both these channels, we look for evidence of immediate and permanent effects. We find significant peer-effect channels that explain the positive permanent effect of academic performance from living on campus, and find two channels that explain why students should immediately perform better while they live on campus, but the evidence does not point to utilization of university resources.
TL;DR: In this paper, the suitability of faculty, selecting a location, designing the course content, and post-trip evaluation are addressed for short-term study-abroad programs.
Abstract: In recent years the perceived value and interest in participating in study abroad programs among college students has been increasing. Faculty who endeavor to develop study abroad programs face many challenges, particularly at smaller universities where resources may be very limited. This article offers recommendations to help faculty of regional and small universities who are considering developing a new direct-enrollment short-term program. The article addresses several pertinent issues including: the suitability of faculty, selecting a location, designing the course content, and post-trip evaluation.
TL;DR: In this article, an existing instrument was used to gauge learner perceptions of online interaction/communication, learning and performance, collaboration, hardware and software issues and the quality of support.
Abstract: Anecdotal research is a common phenomenon in the study of distance education. In an effort to review some of the factors that affect student satisfaction, an existing instrument was used to gauge learner perceptions of online interaction/communication, learning and performance, collaboration, hardware and software issues and the quality of support. According to some authors, use of samples of convenience and small study populations, the conclusions drawn by Yu and Brandenburg (2006) could not be generalized across differing student populations. In an effort to create some generalizable conclusions regarding student perceptions, surveys contained some of Yu and Brandenburg’s (2006) inquiries on communication, interaction, perceptions of the instructor, course materials and the availability of student support services in online and blended courses. Questions on student demographic data were also included. The purpose of this study is to examine some of the ideas associated with existing distance education research. It was hypothesized that students would have had more success if 1) they had more time to interact with other students, 2) knew what the course expectations were prior to registration, c) they had access to a newer computer, and 4) they had administrative support.
TL;DR: In this article, the authors examined how core measures of teaching effectiveness, i.e., student evaluation of instructor's teaching ability and willingness to recommend the instructor, are affected by several factors, such as the department from which the course was offered, whether the courses were required by the core, the department or was an elective, the status of the student and the anticipated grade.
Abstract: The examination of Student Evaluation Instruments (SEI) has generated a considerable literature. Interestingly, this extensive literature provides no clear guidance on how to interpret SEI results in order to make comparative evaluations of instructors’ performances. The research presented in this paper draws upon six semesters worth of SEI responses for all courses in our school of business – a database of nearly 30,000 responses. The paper examines how core measures of teaching effectiveness – student evaluation of instructor’s teaching ability and willingness to recommend the instructor – are affected by several factors. These factors include: the department from which the course was offered; whether the course was required by the core, the department or was an elective; the status of the student and the anticipated grade. Statistical analyses are conducted to examine and determine the impact of these factors and their interactions. The goal is to develop a system that can more accurately gauge instructors’ performances as measured by the student evaluation instrument.
TL;DR: This paper examines the affects of reading comprehension on the performance of online students in a beginning database management class and finds that reading comprehension has a significant impact on the scores students earn on examinations and on the final class average.
Abstract: This paper examines the affects of reading comprehension on the performance of online students in a beginning database management class. Reading comprehension is measured by the results of a Cloze Test administered online to the students during the first week of classes. Using data collected from 2002 through 2008, the significance of the Cloze Test score is analyzed with respect to the three different assessment methods used in the class as well as to the overall average score of the students in the class. The data are tested using a binary logistic model that analyzes the data on a success (improvement) or failure (no improvement) basis. The analysis finds that reading comprehension has a significant impact on the scores students earn on examinations and on the final class average. However, the reading comprehension score has no significant impact on assessments that are more under the control of the student such as online open-book quizzes and projects.
TL;DR: In this article, the authors examined the empirical question of whether nontraditional students are different than traditional students in learning performance in the first course in accounting, and they found that traditional students performed better than non-traditional students.
Abstract: Few studies have examined the empirical question of whether nontraditional students are different than traditional students in learning performance. This study explores this issue. Specifically, is there a performance difference between traditional and nontraditional students in the first course in accounting? The model regressed students’ performance (dependent variable) as a function of age (independent variable) along with three controlling attributes: grade point average, gender, and the frequency of class meeting times. The results indicate that nontraditional students performed better than traditional students. This finding has important implications for business education researchers. Educators often engage in quasi-experimental research studies where conclusions are drawn regarding the learning performance of “treatment” versus “control” groups. Researchers should control for the nontraditional variable in their work.