Lower Level Prerequisites and Student Performance in Intermediate Business Courses: Does It Matter Where Students Take Their Principles Courses?

Jones, Clifton T.; Kouliavtsev, Mikhail; Ethridge, Jack R.

doi:10.1080/08832323.2012.688777

Cited by 7 publications

(5 citation statements)

References 13 publications

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“…They also discover that the difference between the scores of native and transfer students narrow in later courses such as auditing, income tax, and accounting information systems, but it does not entirely disappear. Jones, et al (2013) ) and find that student performance is determined by the academic quality of the student (measured as GPA) rather than the institution. They believe the principles level institution, and the grade in principles level courses, do not play a significant role in determining student performance in upper division coursework.…”

Section: Transfer Literaturementioning

confidence: 99%

“…Shortcomings of this paper include the technique that is used to gather GPA information. Jones et al (2013) indicate that the GPA is captured during the semester of the intermediate course, which for most students would be the first or second semester of attending the four-year school. As cited above, other studies indicate significant transfer shock (during the first semester) exists causing a temporary dip in grades, as students adjust to the social and academic challenges of the new school.…”

Section: Transfer Literaturementioning

confidence: 99%

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Examining Student Readiness for Upper Division Coursework

Wright,

Losi

2023

jitf

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This study examines student readiness for an upper division finance course by examining performance on topics that form the prerequisite knowledge. The data consist of assessment results from a multiple-choice questionnaire given to students at the beginning of the course. Regression variables include test results, location of prerequisite course, and months lapsed since completion of prerequisite course. The prerequisite locations are traceable to three institutions and include one four-year institution and two, two-year institutions. Overall mean student performance is low: 3.93/6.00, 65.5%, native students outperform transfer students by an average of 10%. For the total sample, time lapse is not significant, but interactive terms are negative and significant for students at two-year institutions indicating the possibility of a “forgetting variable.” A case is made for identifying gaps and improving student readiness for all upper division finance course work requiring prerequisite knowledge.

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Section: Transfer Literaturementioning

confidence: 99%

Section: Transfer Literaturementioning

confidence: 99%

Examining Student Readiness for Upper Division Coursework

Wright,

Losi

2023

jitf

View full text Add to dashboard Cite

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“…According to Grove et al (2006), GPA scores are a proxy estimate of students' academic aptitude in economic education. Many studies have found a positive correlation between GPA and achievement in business studies (Jones et al, 2013;Opstad & Årethun, 2020a). Uyar and Güngörmüş (2011) reported that GPA from upper secondary school was the strongest predictor of success in finance and accounting courses.…”

Section: Facors Behind Students' Success In Business Coursesmentioning

confidence: 99%

Performance and Differences in Grading Practices Among Undergraduates at Business Schools

Opstad

2021

International Journal of Assessment Tools in Education

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If the ranking of students is based on grade scores independent of the selected college or university, it is critical to have an equal national measurement standard. It is a challenge to ensure this if there is a substantial difference in the composition of the students and enrolment requirements among colleges. Based on three different types of colleges in Norway merged into one unit in 2019, this paper examines the grading practices before and after the fusion. By using a regression model to predict the grade depending upon students' academic skills, one can identify different grading practices for the three independent schools and compare the results after they become one unit with identical exams and a common evaluation. The results show significantly more lenient grading practices at small colleges with low entry criteria and that the evaluation is more random, depending upon the instructor. Furthermore, this paper confirms that the grade point average (GPA) from upper secondary school, mathematical abilities and gender are strongly correlated with success in business studies.

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Section: Conclusion and Further Researchmentioning

confidence: 99%

“…Several researchers have analysed the importance of statistics for final grades in accounting-related subjects . On the other hand, many studies have analysed how the GPA (grade point average) from upper secondary school or the first year of an undergraduate programme influences further performance Jones et al, 2013) This article stands out from earlier research in that it simultaneously examines how presentations in both statistics and mathematics are linked to further success in the various business subjects.…”

Section: Introductionmentioning

confidence: 99%

Is performance in mathematics and statistics related to success in business education?

Opstad

2023

JARHE

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PurposeThe purpose of the article is to gain more insight into factors that can explain students' success in business subjects. The focus is on the connection between performance in introductory courses in business mathematics (BM) and business statistics (BS) and success in various business subjects.Design/methodology/approachUse of a regression model with administrative data from a business school in Norway over a period of 10 years.FindingsThe findings show a strong correlation, especially in quantitative subjects. The results suggest that statistical skills are more strongly related to academic success than mathematical skills.Research limitations/implicationsThe data are collected from only one school. No information on undergraduates' personalities and behaviours is available.Originality/valueThere are limited published studies that have explored the relationship between success in statistics and later achievements in business courses. This is useful knowledge for planning the content of the bachelor's programme.

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Lower Level Prerequisites and Student Performance in Intermediate Business Courses: Does It Matter Where Students Take Their Principles Courses?

Cited by 7 publications

References 13 publications

Examining Student Readiness for Upper Division Coursework

Examining Student Readiness for Upper Division Coursework

Performance and Differences in Grading Practices Among Undergraduates at Business Schools

Is performance in mathematics and statistics related to success in business education?

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