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Article
Publication date: 20 July 2010

Kevin M. Baird and Venkateshwaran Narayanan

The purpose of this paper is to evaluate the effectiveness of a change in teaching structure in improving the performance of students in an introductory management accounting…

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Abstract

Purpose

The purpose of this paper is to evaluate the effectiveness of a change in teaching structure in improving the performance of students in an introductory management accounting subject at an Australian institution. The change in structure involved a shift in the balance between lecture and tutorial face‐to‐face contact hours with increased emphasis being placed on tutorials in an attempt to enhance the benefits of cooperative learning.

Design/methodology/approach

The paper evaluates the success of the new approach by comparing the performance of students across the two teaching structures. Specifically, the paper compares the performance of students on exam questions covering five key management accounting topics.

Findings

The results revealed that the new teaching structure (a two‐hour workshop‐based tutorial and a one‐hour lecture each week) improved student examination results significantly in comparison to the previous “traditional” approach.

Practical implications

This paper demonstrates the benefits of teaching and learning conducted in a small class size setting with the use of cooperative learning. Such an approach could be adopted more widely in the teaching and learning of accounting to enhance the generic and analytic skills of students.

Originality/value

This paper provides empirical evidence to support largely normative claims that cooperative learning when combined with greater focus on small class teaching can improve student performance.

Details

Asian Review of Accounting, vol. 18 no. 2
Type: Research Article
ISSN: 1321-7348

Keywords

Article
Publication date: 23 February 2010

John Garger, Michael Thomas and Paul H. Jacques

The purpose of this paper is to confirm the predictive validity of several antecedents to students' early perceptions of future performance in collegiate courses.

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Abstract

Purpose

The purpose of this paper is to confirm the predictive validity of several antecedents to students' early perceptions of future performance in collegiate courses.

Design/methodology/approach

A non‐experimental design was used to test a proposed model based on a review of relevant literature. Students completed surveys capturing the constructs researched.

Findings

Students' internal locus of control predicted student perceptions of social integration, academic self concept and grade point average (GPA) and social integration significantly predicted academic self concept. Moreover, academic self concept significantly predicted early perceptions of expected grade beyond the student's current level of performance as measured by his/her current GPA.

Research limitations/implications

Subjects were from one academic program in one university. Also, expected performance was measured with one item, which focused on expected grade, only one aspect of performance. Other aspects of performance and outcomes such as perceived learning or satisfaction with the course could shed more light on the relationships among the constructs under study

Practical implications

Students with an internal locus of control orientation can better leverage self‐confidence to social and academic ends in the classroom and more readily exhibit the sustained goal‐related behaviors requisite for success during transitions to college and subsequent professional placements. Also, students who are encouraged to take personal responsibility for relationships with peers and adjust behaviors are likely to maintain and enhance the quality of these relationships.

Originality/value

The paper's results suggest that instructors who foster/reinforce students' concept of connections between choices and outcomes may be rewarded with enhanced student motivation to perform well in the course.

Details

International Journal of Educational Management, vol. 24 no. 2
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 19 July 2023

B.F. Giannetti, Feni Agostinho, C.M.V.B. Almeida, Marcos José Alves Pinto Jr, Maritza Chirinos Marroquín and Medardo Delgado Paredes

The study of sustainability within universities is recognized as essential for debates and research; in the long term, the “sustainable university” concepts can contribute to…

Abstract

Purpose

The study of sustainability within universities is recognized as essential for debates and research; in the long term, the “sustainable university” concepts can contribute to sustainability from a larger perspective. This study aims to propose a conceptual model for evaluating the students’ sustainability considering their interactions with the university and the environment. The proposed model is titled Sunshine model. It is applied to students of the La Salle University, Peru.

Design/methodology/approach

The model combines academic performance, happiness and the ecological footprint to quantify university students’ sustainability. A structured questionnaire survey was elaborated and applied to get the raw data that feeds the three methods. The students’ average grades evaluate academic performance. Happiness is quantified by the happiness index method, and the ecological footprint is measured by the demand for food, paper, electricity, transport and built-up areas. Results are evaluated under both approaches, overall group performance and clusters.

Findings

The proposed model avoids misleading interpretations of a single indicator or discussions on sustainability that lack a conceptual model, bringing robustness in assessing students’ sustainability in universities. To have a low ecological footprint, the student needs to need up to 1 planet for their lifestyle, be considered happy with at least 0.8 (of 1) for happiness index, and have good academic performance with at least a grade of 7 (of 10) in their course. Regarding the case study, La Salle students show a high academic grade degree of 7, a high level for happiness index of 0.8 and low performance for ecological footprint by demanding 1.8 Earth planets, resulting in an “environmentally distracted” overall classification for students with 2019 data. From a cluster approach, 81% of evaluated students (n = 603) have low performance for ecological footprint, whereas 31% have low performance for indicators of recreational activities of happiness. Changing lifestyles and making more recreational activities available play crucial roles in achieving higher sustainability for the La Salle students.

Research limitations/implications

The happiness assessment questionnaire can be subject to criticism, as it was created as a specific method for this type of audience based on existing questionnaires in the literature. Although it can be seen as an important approach for diagnoses, the proposed model does not consider the cause–effect aspect. The decision-maker must consider the sociocultural aspects before implementing plan actions.

Practical implications

University managers can better understand why university students have high or low sustainability performance and provide more effective actions toward higher levels of students’ sustainability.

Originality/value

The proposed model, Sunshine model, overcomes the single-criteria existing tools that access the sustainability of universities. Rather than focusing on university infrastructure, the proposed model focuses on the students and their relationship with the university.

Details

International Journal of Sustainability in Higher Education, vol. 24 no. 8
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 22 November 2022

Aarti and Ravin Kadian

Students’ performance in academic settings, to a great extent, is an outcome of personal determinants of individuals. So, it becomes necessary to understand the role of…

Abstract

Purpose

Students’ performance in academic settings, to a great extent, is an outcome of personal determinants of individuals. So, it becomes necessary to understand the role of personality traits in gaining desired academic outcomes. This investigation attempts to study some selected personality traits’ contribution to students’ self-efficacy and disaffection and the further impact of these two variables on academic performance.

Design/methodology/approach

To attain the target of the study, a sample of 455 university students from state-owned universities of Haryana, India, has been drawn based on the snowball sampling technique. The researcher used Google Forms to collect primary data. The structure equation modeling technique has been applied to analyze the relation between studied variables.

Findings

Findings of the study showed a significant positive association of personality traits named agreeableness, conscientiousness and extraversion with self-efficacy that further contributes to academic performance. Also, students’ agreeableness and conscientiousness were negatively associated with students’ disaffection, discouraging an individual’s academic performance. Extraversion did not show any significant association with students’ disaffection.

Originality/value

Studies are available exploring variables like personality traits, student disaffection and self-efficacy. This study attempts to study all these variables together to understand their impact on academic performance.

Details

Journal of Applied Research in Higher Education, vol. 15 no. 5
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 10 February 2023

Khalid A. Alanzi and Mishari M. Alfraih

This study aimed to empirically assess the influence of commuting distance (duration) on accounting students' academic performance at one of the business colleges in Kuwait.

Abstract

Purpose

This study aimed to empirically assess the influence of commuting distance (duration) on accounting students' academic performance at one of the business colleges in Kuwait.

Design/methodology/approach

A linear regression model (OLS), correlation and t-test analysis using a sample of 237 accounting students enrolled before and during the COVID-19 pandemic were used to test the study's hypotheses.

Findings

The results indicate that there was a statistically significant association between accounting students' commuting distance and their academic performance before the pandemic, but not during the pandemic, which explains the significant influence of commuting distance on traditional classroom learning but not on remote learning. The study concludes by considering the implications of these findings and suggesting avenues for future academic research.

Practical implications

This study makes a significant contribution to the existing knowledge in the area of students' performance by providing empirical evidence to the theoretical expectation of the influence of students' commuting distance on the academic performance of accounting students.

Originality/value

The value of this study is that it significantly contributes to the existing accounting education literature by empirically supporting the theoretical expectation of the influence of commuting distance on accounting students' academic performance.

Details

Journal of Applied Research in Higher Education, vol. 15 no. 5
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 1 April 1998

Scott L. Thomas and Mary E. McMahon

This paper considers the relationship between admissions criteria and subsequent academic performance in a university‐level special study program, using the example of study…

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Abstract

This paper considers the relationship between admissions criteria and subsequent academic performance in a university‐level special study program, using the example of study abroad. The University of California Education Abroad Program (EAP), perhaps the largest single study abroad entity, provides the data and institutional setting for this study. Based on a study of nearly 1,600 students over a five‐year period, we describe student characteristics associated with participation, with special attention to diversity issues; we explore factors associated with academic performance abroad; we investigate minimum academic qualifications associated with academic “success” in the study program. Findings show marked variations in the demographic characteristics of students participating in the program and that students’ pre‐departure academic performance and foreign language proficiency are positively related to academic performance abroad. It is also shown that some students admitted to the program by exception do perform at equivalent levels.

Details

International Journal of Educational Management, vol. 12 no. 2
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 13 March 2020

Manish Gupta and Arnold B. Bakker

The objective of this study is to understand the mediating role of student engagement between future time perspective and group task performance. In addition, the study examines…

Abstract

Purpose

The objective of this study is to understand the mediating role of student engagement between future time perspective and group task performance. In addition, the study examines the interaction effect of group cohesion task with student engagement on group performance.

Design/methodology/approach

Data were collected from 170 (a total of 34 groups of five members each) business management students for three consecutive months. To analyze the data, multi-level modeling was carried out.

Findings

The results of the three-wave multi-level analysis indicate support for the hypotheses and suggest that future time perspective affects group performance through student engagement. Moreover, group cohesion interacts with student engagement to predict group task performance.

Research limitations/implications

The findings show how the application of engagement theory can help in understanding the relationship between two distant variables, namely, future time perspective and group performance.

Practical implications

The educators are encouraged to engage students for facilitating the positive impact of future time perspective on group task performance. The findings also imply that the students with future orientation perform well and thus, the educators may need to teach students to have futuristic perspective.

Originality/value

This study in one of its kinds to test the mediating role of student engagement between future time perspective and group task performance as well as the interaction effect of group cohesion task with student engagement on group performance at both the individual and group level over a period of time.

Details

Journal of Applied Research in Higher Education, vol. 12 no. 5
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 5 February 2018

Husam Aldamen, Keith Duncan and Jennifer L. Ziegelmayer

Due to its technical focus, the introductory accounting course has a hierarchical knowledge structure that requires students to master and integrate abstract knowledge which…

Abstract

Purpose

Due to its technical focus, the introductory accounting course has a hierarchical knowledge structure that requires students to master and integrate abstract knowledge which builds on itself over time. The purpose of this paper is to explore the relationship between engagement and examination performance for students enrolled in a hierarchically structured course.

Design/methodology/approach

This research involves a retrospective study of an introduction to accounting course examining the relationship between increased engagement and examination performance. Students are provided opportunities for engagement through assigned homework and optional ungraded assignments. Performance is measured by scores on each of three examinations conducted throughout the semester.

Findings

The study finds that additional engagement in assignments has no significant impact on mid-semester examination performance; however, sustained engagement throughout the semester has a cumulative impact on final examination performance. Moreover, students that perform well on mid-semester examinations do not benefit from additional engagement, whereas students that perform poorly on the mid-semester examinations exhibit substantially higher final examination scores from sustained engagement.

Practical implications

This study illustrates the complex interplay between engagement and performance and the timing of performance gains. The implication for educators is that increased sustained engagement is likely to result in increased but delayed student performance gains in disciplines with hierarchical knowledge structures.

Originality/value

This study contributes to the literature in its examination of the timing of performance benefits gained from increased engagement in courses with a cumulative knowledge base.

Details

Asian Review of Accounting, vol. 26 no. 1
Type: Research Article
ISSN: 1321-7348

Keywords

Article
Publication date: 25 January 2021

Sunyoung Park and Petra A. Robinson

The purpose of this study is to examine how academic coaches, through academic student support, impact graduate student performance in a time-intensive online learning program for…

Abstract

Purpose

The purpose of this study is to examine how academic coaches, through academic student support, impact graduate student performance in a time-intensive online learning program for pursuing a master’s degree in leadership and human resource development in a research-intensive public university in the Southern USA.

Design/methodology/approach

The participants in this study were 435 graduate students enrolled in their online master’s degree program. Framed by the theory of transactional distance and by adopting a pre-experimental design and the analysis of variance (ANOVA) technique, the student performance in three courses was compared (principles of adult education, research methods and performance analysis) with academic coaches.

Findings

The findings indicate that the average score of students was higher when students received more feedback and comments from an academic coach than less feedback and comments in the performance analysis course. Students who had an academic coach in the adult education class performed better than those who did not have a coach. However, there was not a significant difference in academic performance based on the number of academic coaches (one versus three) in the research methods course.

Originality/value

This preliminary work may lead to a better understanding of how academic coaches can best support adult learners in their pursuits of online postsecondary education. This study would suggest implications for online instructors and institutions to enhance student success and retention in online learning activities by using academic coaching.

Details

European Journal of Training and Development, vol. 46 no. 1/2
Type: Research Article
ISSN: 2046-9012

Keywords

Article
Publication date: 8 June 2012

Alan F. Chow, Treena G. Finney and Kelly C. Woodford

Student/trainee perception of their performance can sometimes be inaccurate. This study aims to look at the accuracy of perception to actual performance in short‐term intervention…

Abstract

Purpose

Student/trainee perception of their performance can sometimes be inaccurate. This study aims to look at the accuracy of perception to actual performance in short‐term intervention style training/instruction.

Design/methodology/approach

Two studies conducted using university students in problem solving exercises compared the performance of the students to their actual performance on the designated problems. Following the instructional intervention, the participants were asked to use a presented strategy in solving a target solution problem. Participants were then asked a short series of post‐study questions related to their perception of the learning outcomes. Perception accuracy was measured through analysis of scoring on the target solution problem and the corresponding answers to the post‐study questionnaire.

Findings

In both studies, there was a positive relationship between the score on the target solution problem and the responses to the post‐study questionnaire.

Research limitations/implications

The results of this study are limited to university students in a mid‐sized Southeastern US institution. The results suggest that further study with other subject populations may support these findings.

Practical implications

Findings suggest that students have an accurate awareness of their understanding following an instructional intervention. Educators and trainers can use this accuracy in perception to measure the level of learning following lectures or other learning or training activities. This can provide useful information following classroom lectures, reading assignments, and testing to get a measure of learning, and can also be used following training activities as a measure of transfer of training.

Originality/value

The paper compares students' accuracy of perception to actual performance, and finds that students have an accurate awareness of their understanding following an instructional intervention. This can be of practical benefit to educators and trainers.

Details

European Journal of Training and Development, vol. 36 no. 5
Type: Research Article
ISSN: 2046-9012

Keywords

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