Factors Contributing to the Success of Undergraduate Business Students in Management Science Courses

Brookshire, Robert G.; Palocsay, Susan W.

doi:10.1111/j.1540-4609.2005.00054.x

Cited by 42 publications

(56 citation statements)

References 21 publications

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“…For example, Brookshire and colleagues found that GPA was the only variable that was positively correlated with grades in a management science course (Brookshire and Palocsay, 2005). These results support the commonsense idea that a student's record of overall academic performance as measured by grades would be relatively consistent.…”

Section: Impact Of Organic Chemistry Prerequisitesupporting

confidence: 72%

Minimal Impact of Organic Chemistry Prerequisite on Student Performance in Introductory Biochemistry

Wright

Cotner

Winkel

2009

LSE

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Curriculum design assumes that successful completion of prerequisite courses will have a positive impact on student performance in courses that require the prerequisite. We recently had the opportunity to test this assumption concerning the relationship between completion of the organic chemistry prerequisite and performance in introductory biochemistry. We found no statistically significant differences between average biochemistry grades or grade distribution among students with or without the organic chemistry prerequisite. However, students who had not completed the organic chemistry prerequisite before biochemistry were more likely to withdraw from the course than those who had completed the prerequisite. In contrast to the lack of correlation between performance in biochemistry and completion of organic chemistry, we observed a strong, highly significant positive relationship between cumulative GPA and the biochemistry grade. Our data suggest that excluding students without organic chemistry would have less positive impact on student success in biochemistry than would providing additional support for all students who enroll in biochemistry with a cumulative GPA below 2.5.

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Section: Impact Of Organic Chemistry Prerequisitesupporting

confidence: 72%

Minimal Impact of Organic Chemistry Prerequisite on Student Performance in Introductory Biochemistry

Wright

Cotner

Winkel

2009

LSE

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“…Studies that focus on the intellectual variables of business majors include Brookshire and Palocsay (2005) and Smith and Schumacher (2006). Both studies singled out the effects of intellectual variables such as SAT scores, percentile rank in high school graduating class, scores on college mathematics placement exams, grades in specific general education courses, and college grade point averages on the success of students in an introductory management science course and in an actuarial studies programme, respectively.The conclusion from theses studies is that intellectual variables are good predictors of academic success for college students in general and business school students in particular.…”

Section: Introductionmentioning

confidence: 99%

Does the Performance on Principles of Economics Courses Affect the Overall Academic Success of Undergraduate Business Majors?

Rhodd¹,

Schrouder²,

Allen³

2009

International Review of Economics Education

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Using a sample of 1,339 graduates from an accredited business school and the maximum likelihood technique, this paper explores the relationship between overall academic success and performance on the Principles of Economics courses.The estimated model, which also includes some demographic variables, shows that the rank of professors teaching the course, age of students, and the number of credits earned do not influence business majors' overall academic success. However, the grades earned on the Principles of Economics courses, gender, ethnicity, the major in which the student is enrolled, the number of years the student takes to graduate, as well as whether or not the student is completing a minor significantly affect the overall academic success or the final GPA of business majors.

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“…A number of early studies examined the importance of traditional variables in predicting academic performance such as high school GPA, SAT score, high school class rank and GMAT [1], [3], [9], [10], [14], [15], and [16]. Similarly, there are a number of up-to-date research that have produced evidence of an association between personality, conscientiousness, openness to experience, emotional stability, agreeableness and academic success [6], [10], [12], and [15].…”

Section: Review Of Literaturementioning

confidence: 99%

Investigation of Academic and Athletic Motivation on Academic Performance Among University Students

Fortes¹,

Rodrigues²,

Tchantchane³

2010

IJTEF

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Abstract-The purpose of this paper is to examine the academic and athletic motivation and identify the factors that determine the academic performance among university students in the Emirates of Dubai. The study examined motivation based on nontraditional measure adopting a scale to measure both academic as well as athletic motivation. This study involving 217 athlete and non-athlete students reveals that academic motivation, career athletic motivation and student athletic motivation are motivational factors in improving students' academic performance. Further, it showed there is a significant trend in student athletic motivation as a function of both father educational qualification and mother educational qualification. Findings also suggests a significant trend in career athletic motivation as a function of nationality, however, there is no significant pattern observed from all the three factors as a function of gender and GPA.

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Factors Contributing to the Success of Undergraduate Business Students in Management Science Courses

Cited by 42 publications

References 21 publications

Minimal Impact of Organic Chemistry Prerequisite on Student Performance in Introductory Biochemistry

Minimal Impact of Organic Chemistry Prerequisite on Student Performance in Introductory Biochemistry

Does the Performance on Principles of Economics Courses Affect the Overall Academic Success of Undergraduate Business Majors?

Investigation of Academic and Athletic Motivation on Academic Performance Among University Students

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