Economic Education in the Middle East: Are the Determinants of Success in Introductory Economics Any Different?

More experienced professors, more learning opportunities? Relationships between instructor's traits and students' academic performance in financial accounting courses of a Spanish University

“…More specifically, a 1 point increase in the university entrance grade means an increase of approximately 0.65 points in the academic performance in the subject of Financial Accounting. Such result is consistent with previous studies carried out by Kherfi (2008) and Martí (2012).…”

“…In this regard, students who attend class in the afternoon obtain approximately 1.14 points less in their academic performance than those students who attend class in the morning. This result contradicts the empirical evidence encountered by Kherfi (2008), which may be because the morning timetable established by the Universitat Autònoma de Barcelona starts at an attractive time for students (9.00 to 10.00 in the morning). Those students who have better academic records can choose the morning time-slot, while students who work may be more interested in attending classes in the afternoon, combining professional obligations with academic responsibilities, which may result in poorer academic performance since they have less time to carry out the exercises given in class.…”

Factors that influence academic performance: analyzing gender differences in accounting students

“…However, these studies have contradictory results. Kherfi (2008) states that male students in accounting programs have a higher academic performance than female students, whereas, Martí-Ballester (2012), Gammie et al (2003) and Gracia and Jenkins (2003) state the opposite, that female students have higher academic achievements than male students. is article examines those factors that lead to differences in academic performance based on gender through human capital theory.…”

The Influence of Self-Assessment Activities on Student Learning Outcomes

“…First, in relation to individual factors, student gender, age and nationality are analyzed. Regarding gender, the literature states that student participation may be conditioned by gender (Kherfi, 2008;Martí, 2012). In particular, Aguilar-Rivera (2010) points out that learning styles and strategies that students prefer vary according to student gender, and Marcenaro-Gutiérrez and Navarro-Gómez (2007) claim that the effectiveness of some kind of learning depends on whether the student is male or female.…”

“…In particular, the studies cited show that self-assessment activities positively influence student performance and satisfaction (Irimia-Diéguez et al, 2014;López-Pérez, Pérez-López, & Rodríguez-Ariza, 2011;Valentín et al, 2013). However, the literature is not abundant and more studies are needed to find conclusive and stronger relationships and to verify which factors influence student participation in these new methodologies (Chiswick & Miller, 2003;Jones-White et al, 2010;Kherfi, 2008;Martín-García & Rodríguez-Conde, 2003). Therefore, the aim of this paper is to contribute to the existing knowledge on self-assessment activities and learning outcomes, and analyze the main factors of student participation in self-assessment activities.…”