Search results

There is extensive evidence that decision-makers, faced with increasing information load, may simplify their choice by reducing the amount of information to process. One simplification, commonly referred to as attribute non-attendance (ANA), is a reduction of the number of attributes of the choice alternatives. Several previous studies have identified relationships between varying information load and ANA using self-reported measures of ANA. This chapter revisits this link, motivated by recognition in the literature that such self-reported measures are vulnerable to reporting error.

This chapter employs a recently developed modelling approach that has been shown to effectively infer ANA, the random parameters attribute non-attendance (RPANA) model. The empirical setting systematically varies the information load across respondents, on a number of dimensions.

Confirming earlier findings, ANA is accentuated by an increase in the number of attribute levels, and a decrease in the number of alternatives. Additionally, specific attributes are more likely to not be attended to as the total number of attributes increases. Willingness to pay (WTP) under inferred ANA differs notably from when ANA is self-reported. Additionally accounting for varying information load, when inferring ANA, has little impact on the WTP distribution of those that do attend. However, due to varying rates of non-attendance, the overall WTP distribution varies to a large extent.

This is the first examination of the impact of varying information load on inferred ANA that is identified with the RPANA model. The value lies in the confirmation of earlier findings despite the evolution of methodologies in the interim.

This study examines a sharp decline of school attendance among white children in the Southern US after the Civil War. According to Census data, the school-attendance rate among whites in the Confederate states declined by almost half from 1860 to 1870, whereas the rate in Northern states was approximately stable. This shock left the South approximately three decades behind its antebellum trend. We account for little of this drop with household variables plausibly affected by the War. However, a select few county-level variables (notably the drop in wealth) explains around half of the decline, which suggests a systemic explanation. We adopt a model-based approach to decomposing the decline in schooling into demand versus supply factors. On the supply side, the region saw a decline in wealth and public resources, but we observe a stable relationship between time in school and literacy or adult occupation, which is not consistent with a contracting constraint on school quantity or quality. Nevertheless, further research is required to determine how much the contraction in school access affected attendance. On the demand-side, we present suggestive evidence of a decline in the return to school (measured by the relative wage of engineers to laborers). Relatedly, we see a “brain drain”: in longitudinally linked census samples, educated Southerners were more likely to migrate out of the South after the War.

The primary objective of this study is to assess the effectiveness of supplemental instruction (SI) as an intervention strategy to improve student performance in the first intermediate accounting course. We perform analysis of covariance to evaluate the effect of SI attendance on course grades, after controlling for variables that have been found significant in prior research as grade determinants (cumulative incoming grade point average (GPA), financial principles grade, and whether the principles course was taken at a university or community college). Results indicate that SI attendance had a significant effect on the first intermediate course grade, with an improvement in course GPA of 0.74 for students who attended five or more SI sessions over those students who did not attend any sessions. Even moderate attendance (three to four SI sessions) showed a marginally significant improvement in course GPA of 0.41 compared with no attendance.

Using a pool of 226 students from introductory accounting courses offered during the COVID-19 pandemic, the author shows support for the efficacy of hybrid learning delivery methods. The author categorizes students’ preferences for remote (via video conferencing), in-person (face-to-face (F2F)), or HyFlex (an on-demand combination of either in-person or remote) learning modalities and examines the association with performance. The author finds that attendance choices affect a student’s self-reported engagement, coursework participation, and exam performance. Additionally, the author finds a significant effect on all performance measures for those who either attend in-person or hybrid lecture formats compared to remote learning via video conferencing technology. These results indicate a potential loss of learning in the absence of a F2F lecture component. However, results do not indicate any significant performance difference between those who attend in-person and those who prefer a hybrid learning (HyFlex) format. These results show that there is a benefit to F2F lectures, although, the degree to which students must attend in that modality to reach their full benefit remains unresolved as the study did not address this issue.

Purpose – We examine trends in religious attendance by educational group, with an emphasis on the “moderately educated”: individuals with a high school degree but not a four-year college degree.

Methodology – We conduct multivariate ordinary least-squares (OLS) regression models using data from the General Social Survey (from 1972 to 2010) and the National Survey of Family Growth (from 1982 to 2008).

Findings – We find that religious attendance among moderately educated whites has declined relative to attendance among college-educated whites. Economic characteristics, current and past family characteristics, and attitudes toward premarital sex, each explain part of this differential decline.

Implications – Religion is becoming increasingly deinstitutionalized among whites with moderate levels of education, which suggests further social marginalization of this group. Furthermore, trends in the labor force, American family life, and attitudes appear to have salient ramifications for organized religion. Sociologists of religion need to once again attend to social stratification in religious life.

The purpose of the study is to examine the effects of “flipping the classroom” on student performance, evaluation, and attendance in managerial accounting principles.

The study uses a crossed within-participants research design (each student experiencing both traditional instruction and simplified flipped instruction) allowing for control of individual differences between students; repeated-measures regression analysis for overall effects; quantile regression for performance-segregated effects.

Flipping the classroom resulted in significant performance improvement, particularly for lower performing students. Course evaluations indicate a few instructor-related ratings were lower for the flipped approach. Attendance was lower under the flipped approach for initial class meetings where the instructional manipulation occurred.

The study design included a weak form of flipping. A stronger form of flipping with greater incentives for class preparation as well as lecture videos could have stronger results.

Flipping the classroom could be effective for application-oriented accounting courses, particularly for lower performing students.

This is one of very few studies on flipping providing evidence of effectiveness using a crossed within-participants research design.

Academics in the field of higher education have been studying various factors that might contribute to students’ progress and impact their grading. One such factor could be practicing academic freedom among students. The concept of academic freedom in most case is restricted to faculty alone and is often interpreted as the freedom to teach and conduct research. The neglected field in academic freedom is student. As faculty are engaged in the pedagogical approach of teaching and learning, it is obvious that students will encounter ideas and beliefs through books and wider reading as it is expected of them to do so. There comes the point when students start questioning the popular beliefs and the policies that have been imposed without making them a key stakeholder in those issues. The chapter takes one case study of an international university in Iraq where a strict attendance policy undermines the key concept of academic freedom among students. The author used a qualitative method to interview a cohort of 39 students, 10% of the entire student population that are currently engaged in undergraduate study. The sample comprised both male and female students, and no significant difference was noticed in the response of either of these sample groups.

This chapter is about the modern (Western) educational regime, educational industry paradigm and schooling process, while focussing on statutorily imposed and legally enforced schooling as the main aspect of the hidden curriculum within a globalizing world.

It is about children's productive labour through schooling, whereby children's labour power is consumed, produced and reproduced on behalf of social formations under the capitalist mode of production (CMP).

The claim that a well-educated population is essential for development so that all societies share an interest in having children participate in schooling as much as possible is the central element of the Western education industry paradigm, the global appeal of which is reflected in how compulsory schooling has been embraced almost everywhere in conjunction with being heavily promoted within the ‘international community’ and widely endorsed by researchers, scholars and similar observers.

Contrary to Bowles and Gintis's correspondence principle, the structure of schooling is not an identical to the structure of the workplace in that it entails compulsion, whereby schooling is as efficient and effective as possible in meeting the needs of the CMP.

The CMP benefits from the state having shifted confinement as a mechanism to force people to work onto schooling; or, from compulsory social enclosure, whereby schools increasingly resemble military and prison systems.

Compulsory social enclosure helps to ensure that children's productive capacity – or labour power – is enhanced to the benefit of the CMP, this being the major factor in accounting for its appeal and advance on the world stage, globally.

How much work is “too much” for children aged 10–14 in Egypt? Our narrow focus here is on “work that does not interfere with school attendance.” For girls, work includes time spent in household chores and subsistence activities. We estimate simultaneous hours of work and school attendance equations as a joint Tobit and Probit model, then conduct simulations. Substantial negative effects on attendance are observed above about 10 hours per week (girls) and 14 hours (boys). For girls, heavy household work appears causal, but for boys, it seems that poor schooling leads to boys' dropout, then subsequent work.