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Showing all 10 results Save | Export
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Christina Shane-Simpson; Emma Desens; Allisyn Kleutsch; Rita Obeid – Teaching of Psychology, 2025
Background: Limited research has compared relationships among student characteristics, study guide format, and academic performance. Objective: This study investigated relations among student characteristics (motivation, self-efficacy) and academic performance, examined the efficacy of study guide format on performance, and aggregated student…
Descriptors: Undergraduate Students, Child Psychology, Study Guides, Intermode Differences
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Hldreth, Laura A.; Robison-Cox, Jim; Schmidt, Jade – Statistics Education Research Journal, 2018
This study examines the transferability of results from previous studies of simulation-based curriculum in introductory statistics using data from 3,500 students enrolled in an introductory statistics course at Montana State University from fall 2013 through spring 2016. During this time, four different curricula, a traditional curriculum and…
Descriptors: Introductory Courses, Statistics, Success, Comparative Analysis
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Dendir, Seife – Journal of Education for Business, 2016
The author uses data from two Principles of Microeconomics courses to examine differences in characteristics and performance of online versus face-to-face students. The analysis indicates that even in a traditional institution, the two delivery modes may be serving students with distinctly different backgrounds and characteristics. In terms of…
Descriptors: Microeconomics, Student Characteristics, Online Courses, Intermode Differences
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Fendler, Richard J.; Ruff, Craig; Shrikhande, Milind – American Journal of Distance Education, 2016
This study compared the characteristics of students who excel (those in the top quarter of their class) and students who merely survive (bottom quarter of class) when attending a course either in-class or online. Student characteristics such as personal attributes (learning styles and gender), individual competence (grade point average), and major…
Descriptors: Online Courses, Conventional Instruction, Ability Grouping, High Achievement
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Reimann, Nicola; Robson, Martin – Journal of Further and Higher Education, 2013
This paper presents a detailed quantitative analysis of the use of seen questions within examinations in Economics option modules at one UK university. 4622 marks for seen and unseen questions awarded over a period of three years were analysed; the impact of personal characteristics was analysed using a sub-sample. It was found that the number of…
Descriptors: Economics Education, Learning Modules, Tests, Questioning Techniques
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Andreopoulos, Giuliana Campanelli; Panayides, Alexandros – American Journal of Business Education, 2010
Economics is usually perceived as a difficult subject among undergraduate students and the literature suggests that the student's problems with principles of economics are mainly related to the chalk and talk type of teaching, the simplicity of economic models, limited discussions on current economic issues, and on race, gender, and other types of…
Descriptors: Economics Education, Educational Principles, Undergraduate Students, Introductory Courses
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Lam, Monica – Journal of Education for Business, 2009
The author investigated the effectiveness of Web-based courses on technical learning. The regression results show that the delivery format (Web-based or traditional classroom courses) has no significant effect on student performance. However, although gender is a significant predictor in traditional classroom courses, its effect disappears in…
Descriptors: Evaluation Methods, Instructional Effectiveness, Web Based Instruction, Delivery Systems
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Nemanich, Louise; Banks, Michael; Vera, Dusya – Decision Sciences Journal of Innovative Education, 2009
This article integrates management education and organizational learning theories to identify the factors that drive the differences in student outcomes between the online and classroom settings. We draw upon theory on knowledge transfer barriers in organizations to understand the interlinking relationships among presage conditions, deep learning…
Descriptors: Online Courses, Conventional Instruction, Intermode Differences, Organizational Theories
Ross, Steven M.; And Others – 1987
The development and evaluation of several microcomputer-based strategies designed to facilitate learning how to solve mathematics word problems by personalizing examples in accord with individuals' background and interests are described in this paper. The first of two studies conducted with fifth and sixth grade students to evaluate these…
Descriptors: Comparative Analysis, Computer Assisted Instruction, Elementary School Mathematics, Higher Education
Ross, Steven M.; And Others – 1990
Designed to develop a more practical model for adapting context to learner interests, this study used computer-based instruction to make alternative contexts for statistics problems--sports, business, education, or no-context--available for selection by individual learners. The subjects were 227 undergraduate students enrolled in required…
Descriptors: Academic Achievement, Computer Assisted Instruction, Higher Education, Hypothesis Testing