scholarly journals A comparison of students’ performance in an online introductory managerial accounting course with hybrid classroom setting

2013 ◽  
Vol 43 (2) ◽  
pp. 85-99
Author(s):  
Ibrahim M. Aly
Keyword(s):  
Academic Achievement ◽  
Undergraduate Students ◽  
Online Courses ◽  
Final Examination ◽  
Classroom Setting ◽  
Managerial Accounting ◽  
Course Performance ◽  
Online Instructors ◽  
Online Assignments ◽  
Media Delivery

This study compared the academic achievement between undergraduate students taking an introductory managerial accounting course online (N = 104) and students who took the same course in a hybrid classroom setting (N = 203). Student achievement was measured using scores from twelve weekly online assignments, two major online assignments, a final examination held on campus, and overall course performance. This study found that students receiving only online instruction were as successful as students receiving hybrid classroom instruction. These findings suggest that course instruction and pedagogy are more important for student learning than the type of media delivery, and online instructors should focus their effort on quality in developing online courses.  

Self-Concept of Ability and College Students' Academic Achievement

1978 ◽  
Vol 43 (1) ◽  
pp. 37-38 ◽  
Author(s):  
Robert J. Griffore ◽  
Douglas D. Samuels
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Grade Point Average ◽  
Undergraduate Students ◽  
Self Concept ◽  
Final Examination ◽  
Grade Point ◽  
The Relationship

To determine the relationship between college students' academic self-concept and academic achievement, Brookover's Self-concept of Ability Scale was administered to 100 undergraduate students in psychology. High moderate correlations were obtained between academic self-concept and over-all grade-point average (.58), but the correlation between academic self-concept and a final examination, although significant, was relatively low (.26).

scholarly journals A Pandemic of Busywork: Increased Online Coursework Following the Transition to Remote Instruction is Associated with Reduced Academic Achievement

2021 ◽  
Vol 25 (1) ◽  
Author(s):  
Benjamin A Motz ◽  
Joshua D Quick ◽  
Julie A Wernert ◽  
Tonya A Miles
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Undergraduate Students ◽  
Large Scale ◽  
Learning Activities ◽  
Course Performance ◽  
Course Materials ◽  
Show Evidence ◽  
Improved Learning ◽  
Using Data

Under normal circumstances, when students invest more effort in their schoolwork, they generally show evidence of improved academic achievement.  But when universities abruptly transitioned to remote instruction in Spring 2020, instructors assigned rapidly-prepared online learning activities, disrupting the normal relationship between effort and outcomes.  In this study, we examine this relationship using data observed from a large-scale survey of undergraduate students, from logs of student activity in the online learning management system, and from students’ estimated cumulative performance in their courses (n = 4,636).  We find that there was a general increase in the number of assignments that students were expected to complete following the transition to remote instruction, and that students who spent more time and reported more effort carrying out this coursework generally had lower course performance and reported feeling less successful.  We infer that instructors, under pressure to rapidly put their course materials online, modified their courses to include online busywork that did not constitute meaningful learning activities, which had a detrimental effect on student outcomes at scale.  These findings are discussed in contrast with other situations when increased engagement does not necessarily lead to improved learning outcomes, and in comparison with the broader relationship between effort and academic achievement.

scholarly journals African American Males Learning Online: Promoting Academic Achievement in Higher Education

2019 ◽  
Vol 23 (1) ◽  
Author(s):  
Susan G Salvo ◽  
Brett Welch ◽  
Kaye Shelton
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
African American ◽  
Online Education ◽  
Undergraduate Students ◽  
African American Males ◽  
Online Courses ◽  
Course Completion ◽  
Online Course ◽  
Attrition Rates

Online education is expanding within higher education. However, attrition rates for African American males enrolled in higher education in general, and in online courses specifically, is on the rise. Because the future of our nation depends on how well our educational institutions develop, nurture, and deploy talent, an investigation was conducted to identify factors that promoted online course completion among African American male undergraduate students. Ten males who successfully completed online courses were interviewed, and significant themes were identified. Factors that contributed to online course completion were financial assistance, prior academic achievement, previous information technology (IT) training, continuous academic enrollment, student selection of topics perceived as uncomplicated and less demanding or familiar due to sufficient prior knowledge, use of handheld digital devices, and a non-prejudicial learning environment. Based on these findings, recommendations are made that include strategies policymakers and educationists can implement to promote academic achievement and degree attainment among African American males in higher education.

scholarly journals A Comparison Of Traditional And Blended Learning In Introductory Principles Of Accounting Course

2011 ◽  
Vol 4 (9) ◽  
pp. 1-10 ◽  
Author(s):  
Chan Du
Keyword(s):  
Student Performance ◽  
Course Design ◽  
Online Discussions ◽  
Final Examination ◽  
Online Homework ◽  
Course Performance ◽  
Online Quizzes ◽  
Principles Of Accounting ◽  
Online Assignments ◽  
Blended Course

This paper examines whether a blended course that introduces lower-level education online learned by students before they come into class and after class online assignments and online discussions enhances student performance for an introductory principles of accounting course over the period 2009-2010. The blended course design includes (1) before-class online quizzes, (2) after-class online homework assignments and online quizzes, (3) after-class comments postings, and (4) company case and project online postings. The regression results show that the above designed blended course improves the student final examination/course performance through in-depth in class activities after controlling for prior GPA, math grade, gender, transfer, homework grade, online quiz grade, and in-class exercise grade.

Use of Hypnosis and Jacobson's Relaxation Techniques for Improving Academic Achievement of College Students

1998 ◽  
Vol 86 (1) ◽  
pp. 85-86 ◽  
Author(s):  
Elliott H. Schreiber ◽  
Karen N. Schreiber
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Undergraduate Students ◽  
Educational Psychology ◽  
Muscle Relaxation ◽  
Relaxation Techniques ◽  
Final Examination ◽  
Intact Group

This study of group hypnosis and Jacobson's muscle relaxation techniques evaluated change in academic examination grades of undergraduate students in educational psychology. An intact group of 30 students who were hypnotized were compared over 15 weeks with a class of 22 students given muscle relaxation instruction. Although initially scores were similar, the former group had significantly higher mean scores on the final examination than the latter. Some suggestions for further study are made.

A Project Zero Model Classroom in a Malaysian Culture

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Normah Abdullah ◽  
Laura Christ Dass ◽  
Siti Akmar Abu Samah
Keyword(s):  
Undergraduate Students ◽  
Graduate School ◽  
Classroom Teaching ◽  
Classroom Setting ◽  
School Of Education ◽  
School Settings ◽  
Harvard Graduate School ◽  
Culturally Different ◽  
Visible Thinking ◽  
Teacher's Perception

This paper is taken from a bigger study aimed at trialing a Western learning model in a Malaysian context where it is yet to be tested by previous research. The Visible Thinking (VT) Project of Project Zero research is used as benchmark for this study. A summary of selected PZ research projects presented in this paper highlights the learning benefits of establishing patterns of thinking within the classroom as projected by PZ studies of Harvard Graduate School of Education, the hallmark institution. Many aspects of classroom teaching have been shown by PZ research to enhance learning, this paper will focus on a Malaysian undergraduate classroom that has decided to trial this highly recommended model using a framework derived from PZ school settings. Part of the focus of the study was to check if the ideas and paradigms are transferable to a Higher Education ESL context of a culturally different setting in terms of the manifestations of classroom interactions, students’ and teacher’s perception of it as well as from the researcher’s observation of this classroom in session. The literature on the findings of VT project, mainly the thinking routines employed, the importance of establishing thinking routines in the classroom and examples of instances where these routines were visible in the classroom contexts are the summarized in this paper. Most of PZ research was conducted in school classrooms in a Western setting. This study prides itself in taking PZ research to a whole new level to study undergraduate students in a Malaysian classroom setting.

A Meta-Analysis of Gender Differences in Applied Statistics Achievement

1996 ◽  
Vol 21 (1) ◽  
pp. 55-70 ◽  
Author(s):  
Christine M. Schram
Keyword(s):  
Gender Differences ◽  
Undergraduate Students ◽  
Outcome Measure ◽  
Meta Analysis ◽  
Applied Statistics ◽  
Average Effect ◽  
Course Performance ◽  
Psychology Education ◽  
Business Courses ◽  
Business Departments

This meta-analysis of gender differences examines statistics achievement in postsecondary-level psychology, education, and business courses. Thirteen articles examining 18 samples were obtained and coded for the analysis. The average effect size was –0.08 standard deviation units favoring females; however, the results were heterogeneous. Although no model accounted for all between-studies variation, gender differences could best be predicted from the percentage of undergraduate students in the sample, the department offering the course, and the use of course grade or points for the outcome measure. Undergraduate males showed an advantage over undergraduate females. Univariate tests showed that males also significantly outscored females when the outcome was a series of exams. Conversely, females significantly surpassed males when the outcome was total course performance. Lastly, females outscored males in courses offered by business departments.

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