Key variables for academic performance in university accounting studies. A mediation model

Pérez-López, María Carmen; Ibarrondo-Dávila, M.P.

doi:10.1080/14703297.2019.1620624

Cited by 9 publications

(12 citation statements)

References 41 publications

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“…So, class participation predicts strongly final grade of the students at the university level. Therefore, class participation is an important variable that should considered to support by faculty members to increase academic achievements of the students The result was consistent with previously reported works (Galyon, Blondin, Yaw, Nalls, & Williams, 2012;Cui, & Coleman, 2020;Pérez-López, & Ibarrondo-Dávila, 2020;Bailey et al, 2020;Santoveña-Casal, 2019;Bek, 2017;Nieuwoudt, 2020;Fematt, et al, 2021;Delfino, 2019;Sezer, Inel, Seçkin, & Uluçinar, 2017;Sothan, 2019;Bielinska-Kwapisz, 2015;Tran, & Pham, 2019), which found out that class participation predicts the final grade. In conclusion hypothesis # 1: The final grade of students described by class participation, is supported.…”

Section: Resultssupporting

confidence: 91%

The Influence of Class Participation and Course Project in Final Grade in The Context of Online Teaching

Xhomara¹

2022

Proceedings of the 5th International Academic Conference on Education, Teaching and Learning

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The research aimed to study the relationship between class participation, course project, and final grade in the context of online instruction. A correlational research design was selected to be used in the study. The students in the first year in the master's program of a new university compounded the respondents selected to be surveyed in the research. A systematic list of students' participation in the lectures, as well as their academic progress to gather secondary data, was used in the study. At the same time, the random cluster sample of the respondents (N=146) of the bachelor's degree level was used in the research. The research study revealed a high positive correlation between class participation and final grade variables (r = .710), as well as between course project and final grade variables (r = .826. The study showed that the amount of variance of final grade levels explained by class participation is 50.1%, meanwhile, explained by course project points is 68.0%; the other variance may be described by other variables. This shows that class participation and course project points influence strongly the final grade of students' academic performance.

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Section: Resultssupporting

confidence: 91%

The Influence of Class Participation and Course Project in Final Grade in The Context of Online Teaching

Xhomara¹

2022

Proceedings of the 5th International Academic Conference on Education, Teaching and Learning

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“…Our results show that class participation performance measured by the WICAT positively affected the students' exam grades, confirming Hypothesis One. This finding is consistent with previous studies conducted in areas such as quantitative methods (Tang et al, 2020), language courses (Xu & Qiu, 2020), and accounting (Pérez-López & Ibarrondo-Dávila, 2019;Precout & Gainor, 2019). The students in the NO WICAT group were 2.28 times more likely to fail the final exam than were the students in the WICAT group.…”

Section: Discussionsupporting

confidence: 92%

“…In the second part of the analysis and using a multiple linear regression model (OLS), the effect of both WICAT and weekly feedback on final exam grades was evaluated, considering the possible effect of several confounding factors. According to previous studies, students' performance is related to gender (Fritschner, 2000;Gainor & Precourt, 2017), performance prior to university entrance (Gainor & Precourt, 2017;Pérez-López & Ibarrondo Dávila, 2019), and course level (Fritschner, 2000;Gainor & Precourt, 2017). Thus, gender, university entrance exam grade (Evaluación de Bachillerato para el Acceso a la Universidad, EvAU, on a 0-10 scale), and subject (introduction to accounting and financial accounting) were included as control variables.…”

Section: Part 2: Ols Modelmentioning

confidence: 97%

Class participation and feedback: a bet on the winning horse?

Márquez¹,

LAZCANO²,

Bada³

et al. 2022

Preprint

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<p>In an educational environment focused on student learning, class participation and feedback are key to improving students’ performance. Class participation grading methods are often unclear and subjective, so providing feedback on class participation grades is challenging for lecturers. The Work-In-Class Assessment Tool (WICAT) we designed enables instructors not only to grade class participation clearly and objectively but also to provide students with weekly feedback on this class participation grades. This paper aims to analyze the effect of WICAT class participation grades and weekly feedback on students' final exam performance. We conducted an experiment with 699 accounting students over the 2016-2019 period. Our results show that students whose class participation grade was obtained through WICAT performed better on the final exam. Furthermore, our results suggest that a student assessed by WICAT was 2.28 times less likely to fail the final exam. However, the weekly feedback that WICAT allowed seemed not to affect students’ performance. These results have important implications for curriculum designers and teaching staff on how to design course syllabuses and where to focus in-class efforts.</p>

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“…Lecture attendance in higher education has been extensively researched in the past decades across various disciplines to develop attendance policy that maximizes instructional efficacy (e.g., Pérez-López & Ibarrondo-Dávila, 2020 ; Thatcher et al, 2007 ). The findings were mixed, with most previous studies showing a positive correlation between attendance and academic performance (Credé et al, 2010 ; Guleker & Keci, 2014 ), some showing minimal correlation (Choi-Lundberg et al, 2020 ), and some showing no correlation (van Walbeek, 2004 ) between attendance and academic achievement.…”

Section: Introductionmentioning

confidence: 99%

Online engagement and performance on formative assessments mediate the relationship between attendance and course performance

Cutumisu

2022

Int J Educ Technol High Educ

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In traditional school-based learning, attendance was regarded as a proxy for engagement and key indicator for performance. However, few studies have explored the effect of in-class attendance in technology-enhanced courses that are increasingly provided by secondary institutions. This study collected n = 367 undergraduate students’ log files from Moodle and applied learning analytics methods to measure their lecture attendance, online learning activities, and performance on online formative assessments. A baseline and an alternative structural equation models were used to investigate whether online learning engagement and formative assessment mediated the relationship between lecture attendance and course academic outcomes. Results show that lecture attendance does not have a direct effect on academic outcomes, but it promotes performance by leveraging online learning engagement and formative assessment performance. Findings contribute to understanding the impact of in-class attendance on course academic performance and the interplay of in-class and online-learning engagement factors in the context of technology-enhanced courses. This study recommends using a variety of educational technologies to pave multiple pathways to academic success.

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Key variables for academic performance in university accounting studies. A mediation model

Cited by 9 publications

References 41 publications

The Influence of Class Participation and Course Project in Final Grade in The Context of Online Teaching

The Influence of Class Participation and Course Project in Final Grade in The Context of Online Teaching

Class participation and feedback: a bet on the winning horse?

Online engagement and performance on formative assessments mediate the relationship between attendance and course performance

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