The Determinants of Success in University Introductory Economics Courses

Anderson, Gordon; Benjamin, Dwayne; Fuss, Melvyn A.

doi:10.1080/00220485.1994.10844820

Cited by 199 publications

(56 citation statements)

References 15 publications

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“…It could be argued that age reflects maturity and hence should have a positive effect on performance, but it is also reasonable to assume that the ability to learn new things decreases with age. Anderson et al (1994) found a negative, decreasing effect of age on student performance, while Coates et al (2004) found no effect at all. The effect of gender is rather difficult to interpret as it is not reasonable to believe that, for instance, men are more intelligent than women.…”

Section: Other Potentially Important Factors For Student Successmentioning

confidence: 88%

“…Pre-knowledge is typically measured as previous college grades or previous experience in higher education. For instance, Park and Kerr (1990), Anderson et al (1994), and Durden and Ellis (1995) find high preuniversity grades to have a positive effect on student performance. Roamer (1993) and Coates et al (2004) find the same positive effect of previous experience from university studies on student performance.…”

Section: Other Potentially Important Factors For Student Successmentioning

confidence: 99%

“…Two other variables frequently used in this type of studies are age (Anderson et al, 1994, andCoates et al, 2004) and gender (see Durden andEllis, 1995, andCoates at al, 2004, just to name two). It could be argued that age reflects maturity and hence should have a positive effect on performance, but it is also reasonable to assume that the ability to learn new things decreases with age.…”

Section: Other Potentially Important Factors For Student Successmentioning

confidence: 99%

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Do Online Students Perform Better than Face-to-face Students? Reflections and a Short Review of some Empirical Findings

Lundberg¹,

Castillo‐Merino²,

Dahmani³

2008

RUSC. Univ. and Know. Soc.

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The increases in the number of online courses given by universities have been quite dramatic over the last couple of years. Nowadays, many universities even give complete degree programs online where instructions and lectures in the form of, for example, streaming videos, are available for students to watch 24 hours a day. In a sense, the use of Internet and Interactive Computer Technologies (ICT) in higher education can be compared to any other type of teaching tool, such as the blackboard and overhead projectors. The motivation for using the Internet and ICT in higher education, from an economic point of view, is if they are more effective as teaching tools compared to any relevant alternative. That is, all else being equal, if the Internet is an effective teaching tool in that students who attend online courses or complete degree programs perform better in terms of marks in the final exam compared to face-to-face students. In this paper we reflect on and summarize some of the empirical findings in the literature on the effects of online teaching on student performance compared to face-to-face equivalents. Keywords

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Section: Other Potentially Important Factors For Student Successmentioning

confidence: 88%

Section: Other Potentially Important Factors For Student Successmentioning

confidence: 99%

Section: Other Potentially Important Factors For Student Successmentioning

confidence: 99%

See 1 more Smart Citation

Do Online Students Perform Better than Face-to-face Students? Reflections and a Short Review of some Empirical Findings

Lundberg¹,

Castillo‐Merino²,

Dahmani³

2008

RUSC. Univ. and Know. Soc.

View full text Add to dashboard Cite

show abstract

“…Numerous studies have been carried out to identify and analyze the range of factors which can affect the students' academic performance (Waters andMarzano, 2006, Anderson andBenjamin, 1994). Although, there is no commonly agreed on the role of all factors contributing effectively for academic success, researchers focus on internal and external classroom factors.…”

Section: Factor Effectmentioning

confidence: 99%

“…One of the important requirement for admission in the university is the average rate which called Maozuna 1 . Entry qualification are used to admit student in a field is based on the weighted average in the secondary school class.…”

Section: Factor Effectmentioning

confidence: 99%

Factors Contributing to Students’ Academic Performance in the Education College at Dammam University

Alfifi¹,

Abed²

2017

EDU

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Abstract:The objective of this research was to identify and analyze different factors influencing academic achievement. A survey was conducted by using a questionnaire for information gathering about learning preferences, entry qualifications, class size, number of hours studying, student's competence in English, gender, age, family income, parents' education level and students' area. The result of their first-grade annual examination gauged the academic performance. Pearson's correlation coefficient, multiple regression analysis, independent samples t-test and non-parametric test were used to analyze the data collected. The estimated effect of studying indicates that student's learning preferences, number of daily study hour and secondary average positively affect student's achievement, also, English language level has a positive influence on students' academic performance. The results show that female perform better than male students and married students realize significantly more academic success than single. While, class size, age, residential area of student, family size, family income and parents' education level have no significant influence.

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Engagement of students with lectures in biochemistry and pharmacology

Davis

Hodgson

Macaulay

2012

Biochem Molecular Bio Educ

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Academic staff at universities have become concerned about the decrease in student attendance at lectures and the implication of this on student achievement and learning. Few studies have measured actual lecture attendance in a coherent or comprehensive way. The aim of this study was to measure actual lecture attendance of students over two year levels enrolled in two separate science disciplines, biochemistry and pharmacology. The study further sought to determine the factors that influence lecture attendance. Attendance at lectures in four units of study was monitored over a 12-week semester. Attendance at lectures decreased over the semester and was lower at early morning lectures (8 A.M.; 9 A.M.). A questionnaire surveying students about their preparation for lectures, their compensation for missed lectures and the factors influencing their nonattendance was administered at the end of the semester. Students reported that the major factors influencing their attendance at lectures related to timetable issues and the quality of lecturing. If students missed lectures, the majority read the lecture notes and listened to the online recordings. The availability of online recordings of lectures was not a major influence on attendance at lectures. In three of the four units studied there was no correlation between self-reported lecture attendance and exam performance. The results of the study indicate that universities should dedicate more resources to timetabling and to supporting staff to improve the quality of their lectures.

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The Determinants of Success in University Introductory Economics Courses

Cited by 199 publications

References 15 publications

Do Online Students Perform Better than Face-to-face Students? Reflections and a Short Review of some Empirical Findings

Do Online Students Perform Better than Face-to-face Students? Reflections and a Short Review of some Empirical Findings

Factors Contributing to Students’ Academic Performance in the Education College at Dammam University

Engagement of students with lectures in biochemistry and pharmacology

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