The Effect of Student Characteristics on Achievement in Introductory Microeconomics in South Africa

Parker, Kudayja

doi:10.1111/j.1813-6982.2006.00054.x

Cited by 57 publications

(59 citation statements)

References 41 publications

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“…Among those with no economics background, the oldest age group has the highest economic literacy whereas among those students who have done economics before both older age groups have significantly lower economic literacy than the youngest age group. This non-linear association between economic literacy and age is similar to that observed by Parker (2006) in South Africa. Having a high interest in economics is only significant among those who have studied some economics before, as is reading books on economics and business.…”

Section: No Prior Economicssupporting

confidence: 66%

Recognising and Building on Freshman Students’ Prior Knowledge of Economics

Cameron

Lim

2011

SSRN Journal

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The results of three surveys of freshman economics students (2008)(2009)(2010) at the Waikato Management School, New Zealand, suggest that incoming students have significant levels of prior economics knowledge. Given this head start in knowledge, we have expanded our freshman lecture material with more advanced content than students would normally encounter in a microeconomics principles class. This paper examines the sources of incoming students' prior economics knowledge and discusses some of the changes made to the learning material. The changes relate principally to the links we make between students' basic, prior economics knowledge and the more advanced learning content that demonstrates how formal economics training can add considerable value in thinking more deeply about current affairs, business issues and daily life experiences.

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Section: No Prior Economicssupporting

confidence: 66%

Recognising and Building on Freshman Students’ Prior Knowledge of Economics

Cameron

Lim

2011

SSRN Journal

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“…However, these results are not universal. Some studies have found no significant gender effect on student performance in economics when course grade is a dependent variable (Kelley, 1975;Buckles & Freeman, 1983;Watts, 1987;Rhine, 1989;Borg & Shapiro, 1996;Parker, 2006;Swope & Schmitt, 2006). These diverging findings may be due to the fact that gender groups are mutually heterogeneous when it comes to personality types of students in a business school.…”

mentioning

confidence: 72%

“…Student effort devoted to learning has been interpreted in different ways and with mixed results in the educational production function (Parker, 2006). Some studies use attendance at lectures as a proxy for student effort (Romer, 1993;Durden and Ellis, 1995;Stratford and Sulock, 1995;Marburger, 2001).…”

Section: Independent Variablesmentioning

confidence: 99%

Student Self-Efficacy and Gender-Personality Interactions

Fallan

Opstad²

2016

IJHE

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The present study examines the self-efficacy levels and self-efficacy strength for male and female students in a course in Principle of Economics. The groups of male and female students may be mutually heterogeneous when it comes to personality types in a business school (Fallan & Opstad, 2014). This study does not treat the gender groups as internally homogeneous and examines how gender and gender-personality interactions separately affect self-efficacy. The participants are students enrolled at Trondheim Business School, Norwegian University of Science and Technology. These students have answered a questionnaires based on Meyer-Briggs Type Indicator (MBTI) and questions about their perceived self-efficacy in Principles of Economics.The study reveals that female students have significantly lower self-efficacy level and self-efficacy strength than their male peers. However, this general conclusion does not hold for all gender-personality types. Lower self-efficacy level in economics for female students compared to those of their male peers does only exist for female intuition and feeling (NF) and intuition and thinking students (NT), not for the female sensing and perceiving student (SP). Furthermore, higher self-efficacy level for male students does only exist for male intuition and thinking students (NT) and not for male NF and SP students.Female students have significantly lower self-efficacy strength than their male peers as well. However, this does only exist for female intuition and thinking (NT) and sensing and perceiving (SP) students, but not for female NF students. The general result that male students have significantly higher self-efficacy strength than their female peers does only encompass male intuition and thinking (NT) students and not the male SP and NF students.The main contributions of this study are showing the need to go beyond gender to get a more complete picture of the differences in self-efficacy between female and male students. We should be cautions to conclude that self-efficacy is uniformly affected by gender. Gender-personality interactions do matter.

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“…Competence in mathematics and physical science is generally found to be strongly associated with performance in economics at least (Van Walbeek 2004;Parker 2006;Smith and Edwards 2007;Smith 2009). Dummy variables for each of these school-leaving subjects are included.…”

Section: Specificationmentioning

confidence: 99%

Measuring the success of an academic development programme: A statistical analysis

Smith

2009

South African Journal of Higher Education

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This article uses statistical analysis to estimate the impact of first-year academic development courses in microeconomics, statistics, accountancy, and information systems, offered by the University of Cape Town's Commerce Academic Development Programme, on students' graduation performance relative to that achieved by mainstream students. The data for four cohorts, covering the years 1999-2002 is pooled. The results suggest that membership of the academic development programme enables students to out-perform their peers on the mainstream controlling for a number of independent variables, and that the positive effect of the first-year courses on graduation performance is particularly pronounced for African students. The implications of these findings for higher education in South Africa are considered.

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The Effect of Student Characteristics on Achievement in Introductory Microeconomics in South Africa

Cited by 57 publications

References 41 publications

Recognising and Building on Freshman Students’ Prior Knowledge of Economics

Recognising and Building on Freshman Students’ Prior Knowledge of Economics

Student Self-Efficacy and Gender-Personality Interactions

Measuring the success of an academic development programme: A statistical analysis

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