Investigating Report Cards to Predict the Academic Performance of New MBA Students

Mishra, Amitabh; Agrawal, Ankur

doi:10.17010/pijom/2022/v15i3/168846

Cited by 2 publications

(3 citation statements)

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“…Learning outcomes are the subject of research that can be conducted in many directions and at different levels as well as from the perspective of various stakeholders, including pupils and students (Eom et al, 2006), teachers, the professional environment, or other interested institutions (e.g., shaping and managing of the education system). They also cover different levels of education, ranging from primary education through high school (Økland, 2012) to university level (Eom et al, 2006;Motsoeneng & Moreeng, 2022), as well as post-graduate education and similar (Mishra & Agrawal, 2022). The factors determining the achieved learning outcomes also differ.…”

Section: Theoretical Background and Hypotheses Developmentmentioning

confidence: 99%

“…The COVID-19 pandemic turned the attention of practitioners and scientists toward the study of learning outcomes under the conditions of distance learning. However, this is not a complete novelty, as this topic has been the subject of interest before but on a much smaller scale (Eom et al, 2006;Mishra & Agrawal, 2022).…”

Section: Theoretical Background and Hypotheses Developmentmentioning

confidence: 99%

“…The effectiveness of educational processes is the subject of many studies (Mappadang et al, 2022;Mishra & Agrawal, 2022;Zalewska & Trzcińska, 2022;Callaghan & Papageorgiou, 2015;Økland, 2012;Du, 2011;Mohrweis, 2010). This also applies to the effectiveness of teaching accounting (Chiu et al, 2014;Ngwenya & Maistry, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Teaching mode in the PRE-COVID, COVID-19, and POST-COVID periods and students’ learning outcomes on the example of Accounting study program

Lisicki,

Szewieczek

2023

Int. Journal of Public Adm. Mgmt and Econ. Dev.

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Main research aim is assessing whether the mode of conducting classes (traditional/distance) affects the differentiation in the obtained subject grades in the period preceding distance teaching (PRE-COVID), during the pandemic (COVID-19), with distance teaching, and after its end (POST-COVID). This study was conducted on the example of the subject "Accounting" taught at the University of Economics in Katowice. The grades of 278 students in the “Accounting” course were analyzed. To verify the hypothesis of this study, indicating the lack of differentiation of students’ grades depending on the mode of study (traditional/distance), it was necessary to assign the obtained grades to three distinguished research subperiods. The significance of variance in the grades of “Accounting” course students in individual sub-periods was calculated based on the one-way ANOVA analysis of variance. The conducted research allowed us to confirm the existence of a relationship between the adopted teaching formula (traditional and distance) and the grades (outcomes) of students. Based on the analyses carried out, it is necessary to reject the initial hypothesis about the lack of dependence between the mode of teaching in the PRE-COVID, COVID-19, and POST-COVID subperiods and the student’s learning outcomes in the introductory subject to accounting. The unique value of this study lies in the analysis of three consecutive comparative periods, in which traditional teaching, e-learning, and return to traditional education took place. This allows to set trends in the observed phenomena and make specific forecasts.

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Section: Theoretical Background and Hypotheses Developmentmentioning

confidence: 99%

Section: Theoretical Background and Hypotheses Developmentmentioning

confidence: 99%

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Teaching mode in the PRE-COVID, COVID-19, and POST-COVID periods and students’ learning outcomes on the example of Accounting study program

Lisicki,

Szewieczek

2023

Int. Journal of Public Adm. Mgmt and Econ. Dev.

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Revisión bibliométrica de las publicaciones en contabilidad y género en Scopus entre 2021-2022 (2.ª parte)

Arancibia Arias,

Restrepo Quintero,

Chamorro González

2023

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En este documento se analizan las publicaciones en torno a la temática de contabilidad y género en la base de datos académica Scopus durante los años 2021 y 2022 (hasta octubre). Esta investigación de corte cuantitativo desarrolla una revisión bibliométrica, para identificar las tendencias y problemáticas que están abordando los y las investigadores(as) contables en este campo de investigación emergente, considerando que con estos estudios se entrega información valiosa para futuras investigaciones. Los indicadores usados evidencian que hay un aumento en la cantidad de publicaciones en el período de estudio, y que no son solo las mujeres las que se interesan y quienes deciden indagar en el área, sino también los hombres que desean aportar a una discusión que traspasa los problemas del género femenino. En el top 10 de los países con más autores afiliados se destacan Estados Unidos (39 y 30), Reino Unido (18 y 10) y Australia (11 y 17), y en Sudamérica sobresale Brasil (5 y 3). Entre las afiliaciones institucionales con más investigadores e investigadoras que han publicado artículos de la relación del Género en Contabilidad se identificaron The North Carolina A&T State University de Estados Unidos (5 y 0), The University of the South Pacific Laucala Campus de Fiji (0 y 5), The University of Otago (4 y 3) y The Massey University (2 y 4), ambas de Nueva Zelanda. En cuanto a las editoriales se encontró que siguen vigentes Emerald Publishing Limited, Elsevier y Routledge Taylor y Francis Group, y la revista académica en la que más publicaciones se hicieron fue Critical Perspectives on Accounting. Finalmente, la categoría más destacada fue Profesión y la que tuvo menos publicaciones fue Investigación; como subcategorías resalta diversidad en equipo directivo y la de menor cantidad de publicaciones son maternidad y manifiesto contable queering.

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Investigating Report Cards to Predict the Academic Performance of New MBA Students

Cited by 2 publications

References 0 publications

Teaching mode in the PRE-COVID, COVID-19, and POST-COVID periods and students’ learning outcomes on the example of Accounting study program

Teaching mode in the PRE-COVID, COVID-19, and POST-COVID periods and students’ learning outcomes on the example of Accounting study program

Revisión bibliométrica de las publicaciones en contabilidad y género en Scopus entre 2021-2022 (2.ª parte)

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