MULTIPLE INTELLIGENCES IN HIGHER EDUCATION – HOW TO IMPROVE STUDENT PERFORMANCE IN UNDERGRADUATE ECONOMICS COURSES?

2021 ◽  
Author(s):  
Kamilla Sánta ◽  
Renáta Machová
Keyword(s):  
Higher Education ◽  
Student Performance ◽  
Multiple Intelligences ◽  
Improve Student Performance ◽  
Undergraduate Economics ◽  
Economics Courses

scholarly journals Métodos de enseñanza del dibujo de observación en la graduación de diseño

2017 ◽  
Vol 4 ◽  
pp. 149-156
Author(s):  
Luiz Carlos Teixeira da Silva ◽  
Milton Koji Nakata
Keyword(s):  
Higher Education ◽  
Student Performance ◽  
Critical Situation ◽  
Partial Data ◽  
Improve Student Performance

Resumen: Este trabajo busca presentar una deficiencia que afecta a profesionales que trabajan con el dibujo, como los de diseño, arquitectura y moda. Debido al distanciamiento del ejercicio del dibujo que suele ocurrir durante la infancia, alumnos de cursos superiores suelen encontrarse en una situación crítica al retomar la práctica. Afortunadamente, se cree que ciertos métodos pueden mejorar el rendimiento de los alumnos en la producción del dibujo. El texto presenta datos sobre una experiencia con dibujo de observación y relata datos parciales de una investigación de maestría que busca evaluar la influencia de métodos de ayuda en la observación y en la ejecución de dibujos. ___Palabras clave: dibujo; metodología; enseñanza. ___Abstract: This work seeks to present a deficiency that affects professionals working with the drawing, such as design, architecture and fashion. Due to the distancing of the exercise of drawing that usually occurs during childhood, students of higher education usually find themselves in a critical situation when resuming the practice. Fortunately, it is believed that certain methods can improve student performance in drawing production. The text presents data about an experiment with observation drawing and reports partial data from a master's research that seeks to evaluate the influence of aid methods on the observation and execution of drawings. ___Keywords: drawing, methodology, teaching. ___Resumo: Esse trabalho procura apresentar uma deficiência que atinge profissionais que trabalham com o desenho, como os de design, arquitetura e moda. Devido ao distanciamento do exercício do desenho que costuma ocorrer durante a infância, alunos de cursos superiores costumam se encontrar em uma situação crítica ao retomar a prática. Felizmente, acredita-se que determinados métodos podem melhorar o desempenho dos alunos na produção do desenho. O texto apresenta dados sobre uma experiência com desenho de observação e relata dados parciais de uma pesquisa de mestrado que procura avaliar a influência de métodos de auxílio na observação e na execução de desenhos.  ___Palavras chave: desenho, metodologia, ensino. ___Recibido: 9 de agosto 2017. Aceptado: 10 de octubre de 2017.

scholarly journals From Theory to Practice of Promoting Student Engagement in Business and Law-Related Disciplines: The Case of Undergraduate Economics Education

2020 ◽  
Vol 10 (8) ◽  
pp. 205
Author(s):  
Rabindra Nepal ◽  
Ann M. Rogerson
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Active Learning ◽  
Online Education ◽  
Student Performance ◽  
Retention Rates ◽  
Future Research ◽  
Economics Education ◽  
Emotional Aspects ◽  
Undergraduate Economics

Higher education is experiencing a paradigm shift from passive learning towards active learning. The COVID-19 pandemic has further presented an opportunity for education providers to enhance teaching that includes non-campus modes. However, concerns regarding student engagement lie at the heart of the transition to active learning environments in the context of the increased demand for online education. Therefore, promoting student engagement has become an educational priority since greater student engagement translates into valued student experiences, higher academic performance, and increased retention rates. This paper semi-systematically reviews the literature on student engagement in undergraduate economics education. Close emphasis is also paid to the relationships between the direct measures of disengagement such as absenteeism on student performance in economics. The student engagement framework developed by Frederiks, Blumenfeld, and Paris (2004) is used to classify the dimensions of student engagement and the factors that influence the different dimensions of engagement. The literature reviewed is predominately occupied with behavioral aspects of engagement with little attention towards capturing the cognitive and emotional aspects of student engagement. Three key recommendations are noted from the study in order for business school educators and higher education policy makers to promote student engagement in economics education. Future research on student engagement in undergraduate business education should focus more on capturing the cognitive and emotional aspects of student engagement to inform policymaking in promoting student engagement.

Flipping a Programing Class to Improve Student Performance and Student Satisfaction

2019 ◽  
Vol 10 (1) ◽  
pp. 27-39 ◽  
Author(s):  
David Chen ◽  
Jolon Faichney
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Student Performance ◽  
Instructional Strategy ◽  
Flipped Classroom ◽  
Computer Programming ◽  
Improve Student Performance ◽  
Traditional Mode ◽  
Flipped Classrooms

Flipped classrooms are an instructional strategy that is becoming popular in educational contexts, particularly higher education. The principle of Flipped Classroom is that events that have traditionally taken place inside the classroom now take place outside the classroom and vice versa. Various studies have reported increased student performance and satisfaction after switching to a flipped classroom. However, most of these studies are based on students' perceptions of their own learning, not based on teachers' assessment of students' achievements. This article presents the results of flipping a computer programming course. It first describes how this course was flipped, then it presents the results of comparing the average marks awarded to students between those that took the course offering in flipped mode and those that took the course in the traditional mode. The comparison showed an increase in student performance in a flipped mode. Furthermore, the increase in student performance was sustained for 3 years, which is the full duration of this study. The comparison of student satisfaction showed an increase in student satisfaction in one campus, while the student satisfaction remained steady in another campus.

scholarly journals Student Performance in Undergraduate Economics Courses

2011 ◽  
Vol 42 (3) ◽  
pp. 275-282 ◽  
Author(s):  
Kevin J. Mumford ◽  
Matthew W. Ohland
Keyword(s):  
Student Performance ◽  
Undergraduate Economics ◽  
Economics Courses

scholarly journals Economics Education and Teaching the Theory of the Firm Excerpts from Economics Textbook Materials

2018 ◽  
Vol 2 (2) ◽  
pp. 38
Author(s):  
James Edward Curtis Jr.
Keyword(s):  
Higher Education ◽  
Theory Of The Firm ◽  
Education Student ◽  
Corporate Board ◽  
Mathematical Methods ◽  
Mba Programs ◽  
Princeton University ◽  
Undergraduate Economics ◽  
Economics Courses ◽  
The Individual

Curtis Jr (2018) describes the objective of the university course, to convey intermediate and advanced concepts of theory of the firm to students using explanatory, graphical and mathematical methods of analysis. The only prerequisite for this course is successful completion of Calculus, Principles of Microeconomics, or equivalent. After completing the requirements in this course, students should have a sufficient set of skills to thoroughly analyze interesting economic questions and to effectively participate in (i) advanced undergraduate economics courses, (ii) core graduate economic theory courses, and (iii) graduate courses in the school of business, including MBA programs. The emphasis of this paper is that economics is the study of the efficient choices made by individuals, including consumers, workers, owners of firms and social planners Policy writers. Students and wealthy philanthropists reading this paper might conclude that corporate board members, and higher education endowment strategists and budget executives, should focus on and enhance the effectiveness of the individual, conditional on the capacity and constraints, whether they are innate, financial or political.Curtis Jr (2018) presents the teaching materials separately, attached to this document, presented in Microsoft Powerpoint slides, created by James Edward Curtis Jr (2001) and Microsoft Publisher slides, created by James Edward Curtis Jr (2014), for projector transparency presentation by university instructors, and created by James Edward Curtis Jr, for higher education student studies.Reviewers include Dr. John C Ham, Ph.D. from Princeton University, Tenured Professor and Provost, and Former Advisor.

The Impact of PowerPoint on Student Performance and Course Evaluations in Economics Courses: An Experiment at Six Institutions

2008 ◽  
Author(s):  
Lisa Daniels ◽  
John C. Kane ◽  
Brian P. Rosario ◽  
Thomas A. Creahan ◽  
Carlos F. Liard-Muriente ◽  
...  
Keyword(s):  
Student Performance ◽  
Course Evaluations ◽  
Economics Courses ◽  
The Impact

An Exploratory Study of the Online Learning Environment

2013 ◽  
Vol 29 (1) ◽  
pp. 117-147 ◽  
Author(s):  
Cynthia J. Khanlarian ◽  
Rahul Singh
Keyword(s):  
Learning Environment ◽  
Student Performance ◽  
It Use ◽  
Environment Impact ◽  
Web Based ◽  
Improve Student Performance ◽  
Research Questions ◽  
The Impact ◽  
Relevant Factors ◽  
Significant Factors

ABSTRACT Web-based homework (WBH) is an increasingly important phenomenon. There is little research about its character, the nature of its impact on student performance, and how that impact evolves over an academic term. The primary research questions addressed in this study are: What relevant factors in a WBH learning environment impact students' performance? And how does the impact of these factors change over the course of an academic term? This paper examines and identifies significant factors in a WBH learning environment and how they impact student performance. We studied over 300 students using WBH extensively for their coursework, throughout a semester in an undergraduate class at a large public university. In this paper, we present factors in the WBH learning environment that were found to have a significant impact on student performance during the course of a semester. In addition to individual and technological factors, this study presents findings that demonstrate that frustration with IT use is a component of the learning environment, and as a construct, has a larger impact than usefulness on student performance at the end of a course. Our results indicate that educators may benefit from training students and engaging them in utility of co-operative learning assignments to mitigate the level of frustration with the software in the WBH learning environment and improve student performance.

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