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11 – 20 of over 90000Khalid 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.
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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…
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.
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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.
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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.
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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.
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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.
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Xusen Cheng, Shixuan Fu, Yajing Han and Alex Zarifis
The purpose of this paper is to investigate the relationship between individual trust of students in computer supported semi-virtual collaboration groups and student’s performance…
Abstract
Purpose
The purpose of this paper is to investigate the relationship between individual trust of students in computer supported semi-virtual collaboration groups and student’s performance in school.
Design/methodology/approach
Longitudinal questionnaires and interviews are conducted during the case study. By analyzing the data from the questionnaires and the grade earned by the students, the sample students are ranked with respect to the trust level and individual performance. Furthermore, the Wilcoxon signed-rank test is used to compare individual trust level and performance in the computer supported semi-virtual collaborative environment.
Findings
The distribution of an individual’s trust level is roughly consistent with the distribution of the individual’s performance in the collaboration. Besides, the relationship between a student’s trust level and the student’s performance is positively correlated.
Research limitations/implications
This study integrates the issues of trust, school performance, and collaboration in an educational context. Furthermore, the conclusions drawn from this paper extend the literature of multiple disciplines including education, management, and psychology.
Practical implications
The conclusions could apply in the fields of education and management since the analysis revealed the relationship between an individual’s trust level and their performance.
Originality/value
This study contributes to the field of trust and collaboration research with a link to trust development and performance. The study also provides an insight into how to successfully improve the performance of student semi-virtual collaboration groups.
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Bernice Kotey and Phil Anderson
The purpose of the paper is to compare the performance of distance‐learning students in a Small Business Management (SBM) course with that of internal (on‐campus) students, and to…
Abstract
Purpose
The purpose of the paper is to compare the performance of distance‐learning students in a Small Business Management (SBM) course with that of internal (on‐campus) students, and to examine students' demographics and information processing systems for their moderating effects on performance of each student group.
Design/methodology/approach
MANOVA were used to investigate differences between the two student groups on performance and information processing, and chi‐square tests employed for differences in demographics. Associations among the three variables were examined by Pearson correlation analyses.
Findings
The paper finds that distance‐learning students performed as well as internal students on the multiple learning objectives for the course in spite of the impediments associated with distance‐learning. Work experience and rational information processing were positively associated with performance for distance‐learning students but not internal students.
Research limitations/implications
The findings in this paper cannot be generalised due the unique characteristics of the SBM course investigated and the absence of objective data on the amount of time each student devoted to studying the course.
Practical implications
The paper shows that online interactions between the two student groups should motivate distant students to increase their performance. Internal students would gain by learning from the work experiences of distant students.
Originality/value
The paper found a positive association between age and student performance and argued that maturity is beneficial to the learning process.
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Self‐efficacy has been defined as individuals’ beliefs, thoughts, and feelings about their personal capabilities that affect how they function and, which in turn influence their…
Abstract
Self‐efficacy has been defined as individuals’ beliefs, thoughts, and feelings about their personal capabilities that affect how they function and, which in turn influence their performance (Bandura 1977). Self beliefs can influence behaviour choices, determine the amount of effort needed and for how long, and encourage thought patterns and emotional behaviours necessary to succeed. It is theorised that students with unrealistic expectations (especially overly optimistic expectations) may have difficulty aligning efforts with desired performance levels and, as a result, perform more poorly. In this study, selfefficacy is operationalised as the difference between actual and predicted examination performance. Prediction errors in the final examination marks (MERR) and prediction error in the overall course grade (GERR) of a second year management accounting course are used as measures of Self‐efficacy. Using regression analysis, the results indicate that the efficacy measures are significant and positively related to course performance. This suggests that students who are more conservative in their expectations of the course results perform better than those who are more optimistic. The findings also showed that student characteristics of previous academic achievements (CGPA) and hours of study per week (HRWK) explained more that 40 per cent of the variations in the self‐efficacy measures. The higher a student’s CGPA, the more conservative or cautious he is in the prediction of his final course performance. The more pessimistic a student is of his final course performance, the lower the number of hours he estimates for studying the course.
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Based on the traditional conception of teacher effectiveness, proposes three strategies for improving it: short‐term, long‐term and dynamic strategies. Argues that the dynamic…
Abstract
Based on the traditional conception of teacher effectiveness, proposes three strategies for improving it: short‐term, long‐term and dynamic strategies. Argues that the dynamic strategy is preferable, but that all of them have strong limitations because they ignore the complexity of teacher effectiveness and narrow the concept to the individual teacher, particularly in a classroom context. Proposes a new conceptual framework of total teacher effectiveness, whereby the total quality of the teacher competence layer contributes to the total quality of the teacher performance layer and the latter contributes to the total quality of the student learning experience layer and then to the quality of the student learning outcomes layer. Explains that the framework suggests a holistic approach to improving teacher effectiveness with the emphasis on the improvement of whole layers of teacher competence and performance instead of fragmentary improvement of teaching behaviour. Advises that in order to ensure total layer quality and maximize teacher effectiveness, a congruence development cycle should be established within the teacher layers to ensure congruence and pursue total teacher effectiveness. Suggests that the proposed conceptual framework can provide a new direction for studying and improving teacher effectiveness in particular and school effectiveness in general.
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