Investigating Academic Success Factors for Undergraduate Business Students   总被引：1，自引：0，他引：1  

Mehdi Kaighobadi  Marcus T. Allen 《Decision Sciences Journal of Innovative Education》2008,6(2):427-436

Student academic performance is of major interest to all stakeholders of higher education institutions. This study questions whether or not statistical analysis of information that is readily available in most universities' official records system can be used to predict overall academic success. In particular, this study is an attempt to understand factors that affect academic success for business students by examining gender, age, ethnicity, and performance in two required core knowledge courses as predictors of academic success for a large sample of undergraduate students at a Association to Advance Collegiate Schools of Business–accredited business school. The results suggest that student performance is significantly related to some basic demographic variables, but the strongest predictors of overall academic success are the grades the students receive in core knowledge courses that are typically taken in the earlier semesters of business students' plans of study.  相似文献   

The Virtual Culture Industry: Work and Play in Virtual Worlds     

Marcus Schulzke 《The Information Society》2014,30(1):20-30

This essay uses Horkheimer and Adorno's work on the culture industry to analyze virtual worlds and massively multiplayer online role-playing games. While artificial worlds have enormous potential to facilitate communication, transcend spatial boundaries, promote free expression, and protect marginalized groups, the utopian promise of these worlds is undermined by their mirroring of real-world market systems, the exploitation of labor, and blurring the line between entertainment and work. The culture industry thesis provides a useful starting point for theorizing virtual worlds and explaining why these places have become mirrors of real-world economic relations.  相似文献   

A randomized trial comparing cadaveric dissection and examination of prosections as applied surgical anatomy teaching pedagogies     

Zong Jie Koh  Marcus Yeow  Dinesh Kumar Srinivasan  Yee Kong Ng  Gominda G. Ponnamperuma  Choon Seng Chong 《Anatomical sciences education》2023,16(1):57-70

Anatomy is an important component in the vertical integration of basic science and clinical practice. Two common pedagogies are cadaveric dissection and examination of prosected specimens. Comparative studies mostly evaluate their immediate effectiveness. A randomized controlled trial design was employed to compare both the immediate and long-term effectiveness of dissection and prosection. Eighty third-year medical students undergoing their surgical rotation from the Yong Loo Lin School of Medicine were randomized into two groups: dissection and prosection. Each participated in a one-day hands-on course following a similar outline that demonstrated surgical anatomy in the context of its clinical relevance. A pre-course test was conducted to establish baseline knowledge. A post-course test was conducted immediately after and at a one-year interval to evaluate learner outcome and knowledge retention. A post-course survey was conducted to assess participant perception. Thirty-nine and thirty-eight participants for the dissection and prosection groups, respectively, were included for analysis. There was no significant difference between mean pre-course test scores between the dissection and prosection groups [12.6 (3.47) vs. 12.7 (3.16), P > 0.05]. Both the mean immediate [27.9 (4.30) vs. 24.9 (4.25), P < 0.05] and 1 year [23.9 (4.15) vs. 19.9 (4.05), P < 0.05] post-course test scores were significantly higher in the dissection group. However, when adjusted for course duration [dissection group took longer than prosection group (mean 411 vs. 265 min)], these findings were negated. There is no conclusive evidence of either pedagogy being superior in teaching surgical anatomy. Based on learner surveys, dissection provides a greater learner experience.  相似文献   

Enhancing students’ self-regulation and mathematics performance: the influence of feedback and self-evaluative standards     

Andju Sara Labuhn  Barry J. Zimmerman  Marcus Hasselhorn 《Metacognition and Learning》2010,5(2):173-194

The purpose of this study was to examine the effects of self-evaluative standards and graphed feedback on calibration accuracy and performance in mathematics. Specifically, we explored the influence of mastery learning standards as opposed to social comparison standards as well as of individual feedback as opposed to social comparison feedback. 90 fifth grade students were randomly assigned to experimental and control groups. We conducted analyses for both the complete sample and an at-risk group of low performing students who overestimate their skills. Self-evaluative standards had no effect on calibration accuracy and performance. Students who received feedback were more accurate in their self-evaluative judgements than students who received neither type of feedback. In overconfident students, feedback additionally increased prediction accuracy and, albeit marginally, performance. We discuss the educational implications of our findings with respect to the relevance of standards and feedback for promoting self-regulated learning within regular classroom settings.  相似文献   

Why go to a trainer for non-training solutions? Eight reasons why trainers make good performance technologists     

Marcus E. Jorgensen 《Performance Improvement》1999,38(1):20-24

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Making Sense of Uncertainty in the Science Classroom     

Rosenberg  Joshua M.  Kubsch  Marcus  Wagenmakers  Eric-Jan  Dogucu  Mine 《Science & Education》2022,31(5):1239-1262

Science & Education - Uncertainty is ubiquitous in science, but scientific knowledge is often represented to the public and in educational contexts as certain and immutable. This contrast can...  相似文献