This document summarizes a literature review on the impact of extracurricular activity participation on students' academic performance. It identifies three major theoretical frameworks discussed in the literature: 1) the zero-sum framework which suggests participation negatively impacts performance due to a finite time commitment, 2) the developmental framework which argues participation positively impacts performance indirectly through non-academic achievements, and 3) the threshold framework where positive impacts occur only up to a certain level of participation beyond which negative outcomes emerge. The literature review was conducted to extend the limited research that has examined this issue within accounting education.
The document provides an overview of various business and tax laws in India. It discusses different types of taxes like direct taxes (income tax, wealth tax), indirect taxes (central excise, sales tax, customs duty, service tax), and definitions and key aspects of each. Income from different sources and exemptions are also covered. The document outlines classification of taxes, key terms related to income tax law, and heads of income. It provides details on taxes like wealth tax, central excise, sales tax, customs duty, value-added tax, and fringe benefits tax.
The document provides an overview of the General Agreement on Tariffs and Trade (GATT) and its transition to the World Trade Organization (WTO). It discusses that GATT was created in 1947 to eliminate tariffs and increase international trade. Its main objectives were to eliminate protectionism and expand global trade. While GATT helped reduce tariffs and increase world trade for decades, it began facing challenges in the 1970s-1980s due to rising protectionism. This led to negotiations in the 1980s-1990s that established the WTO in 1995 as a permanent institution with broader membership and rules to further liberalize and oversee global trade.
12 07-2018 complexity and diversity of business environment due to globalizationMahendra Kumar Ghadoliya
Globalization has led to increased complexity and diversity in the business environment. It has integrated economies globally through the free flow of goods, services, information, knowledge and labor across borders. While globalization expands markets and increases productivity, it also increases competition and can lead to issues like adverse trade balances, unemployment and concentration of economic power. It changes the nature of work and introduces demographic and social challenges for businesses. To deal with this complex and diverse environment caused by globalization, businesses must be open, emphasize their values, pursue initiatives that demonstrate their purpose, and foster diversity to encourage creativity, innovation, richer decision making and better consumer understanding.
This document discusses theories of international trade and investment. It covers classical theories of trade such as mercantilism and absolute advantage. It also discusses modern theories including comparative advantage, factor proportions theory, country similarity theory, and product life cycle theory. For international investment, it outlines ownership advantage theory, internalization theory, and eclectic theory. It discusses factors influencing foreign direct investment, including supply, demand, and political factors.
India looks at regional trading arrangements (RTAs) as “building blocks” towards the overall objective of trade liberalization. Therefore, it is participating in a number of RTAs which include structures such as free trade agreements (FTAs), preferential trade agreements (PTAs), and comprehensive economic cooperation agreements (CECAs).
Free Trade Agreement
A free trade agreement among two countries or group of countries agrees to abolish tariffs, quotas and preferences on most of the goods (if not all) between them. Countries choose an FTA if their economical structures are complementary, not competitive.
Corporate Governance and Business Ethics discusses the importance of ethics in business. It defines business ethics as applying moral principles to business decisions and relationships. Maintaining ethical practices is important for building trust with stakeholders and encouraging productivity and talent retention. Unethical conduct can arise from pressures like unrealistic objectives or competition but ethical companies consider impacts on communities, equality and sustainability. The document examines the role of ethics in corporate governance and relationships. It provides examples of companies with strong ethics like Patagonia as well as those involved in misconduct like Volkswagen. Overall it emphasizes that good governance requires upholding values through vision and conduct standards.
Economics project regionalism vs multilateralism m com part 1 sem 1Saurabh Laddha
This document discusses regionalism and multilateralism in addressing global challenges like trade liberalization and climate change. It argues that while multilateral agreements through organizations like the WTO and a hypothetical MOE are ideal, regional trade agreements (RTAs) have become a preferred forum to more quickly advance trade liberalization goals. The document outlines some key questions around how RTAs address environmental issues compared to the WTO. It then provides an introduction and definitions of regionalism, discussing its history from early initiatives in the 1950s-60s to renewed interest in the late 1980s and growth of RTAs thereafter. Finally, it notes some advantages of regionalism like providing more practical and feasible agreements for liberalizing trade.
A cross-national study of teacher’s perceptions of online -2016.pdfJackeline Ferreira
This study examines perceptions of success factors in online learning from instructors' perspectives across four universities in different countries. It uses a model that considers input factors related to students, process factors regarding institutional support, and output factors such as knowledge gained. A survey of 322 online instructors identified that: (1) Instructors from Chinese and Mexican universities saw student characteristics as most important. (2) Instructors from an American university perceived institutional support as key. (3) Instructors from a Spanish university reported that learning outcomes mattered most. In general, instructors valued course content, social interaction, instruction quality over technological issues.
The document provides an overview of various business and tax laws in India. It discusses different types of taxes like direct taxes (income tax, wealth tax), indirect taxes (central excise, sales tax, customs duty, service tax), and definitions and key aspects of each. Income from different sources and exemptions are also covered. The document outlines classification of taxes, key terms related to income tax law, and heads of income. It provides details on taxes like wealth tax, central excise, sales tax, customs duty, value-added tax, and fringe benefits tax.
The document provides an overview of the General Agreement on Tariffs and Trade (GATT) and its transition to the World Trade Organization (WTO). It discusses that GATT was created in 1947 to eliminate tariffs and increase international trade. Its main objectives were to eliminate protectionism and expand global trade. While GATT helped reduce tariffs and increase world trade for decades, it began facing challenges in the 1970s-1980s due to rising protectionism. This led to negotiations in the 1980s-1990s that established the WTO in 1995 as a permanent institution with broader membership and rules to further liberalize and oversee global trade.
12 07-2018 complexity and diversity of business environment due to globalizationMahendra Kumar Ghadoliya
Globalization has led to increased complexity and diversity in the business environment. It has integrated economies globally through the free flow of goods, services, information, knowledge and labor across borders. While globalization expands markets and increases productivity, it also increases competition and can lead to issues like adverse trade balances, unemployment and concentration of economic power. It changes the nature of work and introduces demographic and social challenges for businesses. To deal with this complex and diverse environment caused by globalization, businesses must be open, emphasize their values, pursue initiatives that demonstrate their purpose, and foster diversity to encourage creativity, innovation, richer decision making and better consumer understanding.
This document discusses theories of international trade and investment. It covers classical theories of trade such as mercantilism and absolute advantage. It also discusses modern theories including comparative advantage, factor proportions theory, country similarity theory, and product life cycle theory. For international investment, it outlines ownership advantage theory, internalization theory, and eclectic theory. It discusses factors influencing foreign direct investment, including supply, demand, and political factors.
India looks at regional trading arrangements (RTAs) as “building blocks” towards the overall objective of trade liberalization. Therefore, it is participating in a number of RTAs which include structures such as free trade agreements (FTAs), preferential trade agreements (PTAs), and comprehensive economic cooperation agreements (CECAs).
Free Trade Agreement
A free trade agreement among two countries or group of countries agrees to abolish tariffs, quotas and preferences on most of the goods (if not all) between them. Countries choose an FTA if their economical structures are complementary, not competitive.
Corporate Governance and Business Ethics discusses the importance of ethics in business. It defines business ethics as applying moral principles to business decisions and relationships. Maintaining ethical practices is important for building trust with stakeholders and encouraging productivity and talent retention. Unethical conduct can arise from pressures like unrealistic objectives or competition but ethical companies consider impacts on communities, equality and sustainability. The document examines the role of ethics in corporate governance and relationships. It provides examples of companies with strong ethics like Patagonia as well as those involved in misconduct like Volkswagen. Overall it emphasizes that good governance requires upholding values through vision and conduct standards.
Economics project regionalism vs multilateralism m com part 1 sem 1Saurabh Laddha
This document discusses regionalism and multilateralism in addressing global challenges like trade liberalization and climate change. It argues that while multilateral agreements through organizations like the WTO and a hypothetical MOE are ideal, regional trade agreements (RTAs) have become a preferred forum to more quickly advance trade liberalization goals. The document outlines some key questions around how RTAs address environmental issues compared to the WTO. It then provides an introduction and definitions of regionalism, discussing its history from early initiatives in the 1950s-60s to renewed interest in the late 1980s and growth of RTAs thereafter. Finally, it notes some advantages of regionalism like providing more practical and feasible agreements for liberalizing trade.
A cross-national study of teacher’s perceptions of online -2016.pdfJackeline Ferreira
This study examines perceptions of success factors in online learning from instructors' perspectives across four universities in different countries. It uses a model that considers input factors related to students, process factors regarding institutional support, and output factors such as knowledge gained. A survey of 322 online instructors identified that: (1) Instructors from Chinese and Mexican universities saw student characteristics as most important. (2) Instructors from an American university perceived institutional support as key. (3) Instructors from a Spanish university reported that learning outcomes mattered most. In general, instructors valued course content, social interaction, instruction quality over technological issues.
Factors influencing academic achievement in quantitative courses among busine...Alexander Decker
This document summarizes a study that examined factors influencing the academic achievement of business students in quantitative courses at private higher education institutions in South Africa. A questionnaire was administered to 119 students to understand how lecturer competence, teaching methods, quality of learning materials, minimum admission criteria, and mathematics aptitude impacted their performance. The results of the analysis found that lecturer competence, teaching methods, and quality of learning materials had a significant positive influence on students' academic achievement, while mathematics aptitude and minimum admission criteria did not significantly influence achievement.
This document discusses tools for assessing cognitive outcomes of service-learning programs. It begins by explaining the importance of assessing service-learning and then provides a review of available assessment tools. The tools are organized into three categories: research scales, written essays/protocols, and interviews/qualitative approaches. Several tools are described in detail, including the Cognitive Learning Scale, Problem-Solving Analysis Protocol, and Problem-Solving Interview Protocol. The conclusion emphasizes that systematic assessment can improve service-learning programs and better demonstrate their impact on student learning.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in examinations and the quality of education in general is unsatisfactory and inadequate.
This manuscript describes a two-phase process to redesign a university graduate college's program evaluation measures and methods. In phase one, the team conducted a needs analysis through literature review, focus groups, and interviews. Based on stakeholder feedback, they redesigned the evaluation instruments and conducted alpha testing. In phase two, they revised the instruments based on alpha testing data and conducted beta testing with over 2,000 students. The final redesigned evaluation system replaces a paper exit questionnaire with multi-event, online assessments aligned with organizational goals and reporting needs. It provides longitudinal data to support program improvement at the graduate college and department levels.
During the last five years of my administrative career (from 2005 to 2010), I was the principal of an amazing Chicago North Shore high school. In my first year as principal, I started making small changes in order to demonstrate to the students and staff how we could improve our school.
Effect of teaching method, choice of discipline and student lecturer relation...Alexander Decker
This document summarizes a study that examined factors affecting student academic performance, including teaching method, choice of discipline, and student-lecturer relationship. The study analyzed data from 192 students in Nigeria on their course of study, effort level, and relationship with lecturers. The results showed that choice of discipline influenced by university authority rather than passion was negatively associated with student GPA. Additionally, student GPA increased as the rapport between students and lecturers improved. Some students who put in high effort performed worse than less studying students, possibly due to rushed lectures or lack of learning resources. The study concluded teaching methods should maintain good student-lecturer relationships while preventing moral hazard of passing without effort.
A Comparative Study Of Competency-Based Courses Demonstrating A Potential Mea...Sheila Sinclair
This study evaluated the effectiveness of a rubric for assessing competency-based course design and student success in an undergraduate program. The rubric was used to evaluate 12 new competency-based courses in the program. The results showed a correlation between high-scoring courses on the rubric and higher student assessment scores, suggesting the rubric is effective in evaluating course quality and predicting student success. The study recommends focusing on active student learning, increased mentor support and feedback, and opportunities to practice skills to improve course design.
An Evaluation Of Predictors Of Achievement On Selected Outcomes In A Self-Pac...Zaara Jensen
This document summarizes a study that evaluated predictors of student achievement in a self-paced online Principles of Management course. The study examined whether demographic variables (gender, age), a psychosocial measure (Locus of Control), and student effort (cumulative GPA) predicted performance on three outcomes: written work, a post-test, and final course score. The researchers found that cumulative GPA, which measures student effort, was the only significant predictor of student outcomes in two of the three models analyzed.
Academic Performance Of University Students A Case In A Higher Learning Inst...Joshua Gorinson
This document summarizes a research paper that studied factors influencing the academic performance of university students. The research identified four main factors - teaching and learning process, infrastructure of the university, family and peers influence, and students' financial situation. A survey was conducted of students in their 4th and 5th semesters, and the data was analyzed using statistical methods. The results found that the teaching and learning process had the highest impact on students' academic performance and graduation on time. The research concluded that improvements could be made to teaching methods, student support, and assistance for financially disadvantaged students.
Attaining School Improvement through Internal and External Stakeholders Parti...ijtsrd
It is not deniable that stakeholders play an important role in managing educational institution. They are the partners of the school leaders in making the schools conducive to teaching and learning. Further, they are also responsible for attaining the learning outcomes through their active participation. This study assessed the level of implementation of internal and external stakeholders' participation on school based management. Based from the results of the study, the researcher concluded that the level of participation of internal and external stakeholders in school based management program was still in the process of adjustments. In addition, principal and the teachers were bombarded with additional task and this affected their limited time at school and teaching duties. Moreover, lack of financial resources was also the problem on the implementation. Hence, the researcher believed that there are more things to improve before we can attain the mission of this program. This research study might be deliberated by the public officials, school heads, teachers, parents and different stakeholders so that they will be encouraged to continuously support the schools operation for the benefit of all the stakeholders. Yveth L. Castro "Attaining School Improvement through Internal and External Stakeholders Participation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29447.pdfPaper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29447/attaining-school-improvement-through-internal-and-external-stakeholders-participation/yveth-l-castro
The Effect of the Involvement Intensity in Extracurricular Activities and Sof...inventionjournals
There are many graduates of higher education who are academically good, but weak in terms of soft skills; and it is becoming main cause of unemployment among the educated. This study examines the relationship between the intensity of involvement in extracurricular activities with soft skills quality and work readiness of the graduates. The population in this study was college graduates in East Java in 2014. The sample was determined by accidental sampling technique for college graduates in Surabaya, Malang, Jember and Kediri. Data analysis was done by using multiple analysis of variance. The results showed the more intensively involved in extracurricular activities, the better quality of soft skills and work readiness which the graduates have. Suggestion is proposed to universities to develop extracurricular activities that must be followed by all students.
Investigating the Relationship Between Teaching Performance and Research Perf...BRNSSPublicationHubI
This document investigates the relationship between teaching performance and research performance of faculty members at the University of Tehran's Faculty of Management. It analyzes data on 83 faculty members over a 10-year period for research performance and a 4-year period for teaching performance. The findings show:
1) There is a direct and significant relationship between research performance and teaching performance.
2) There is no significant relationship between gender and research performance.
3) There is a significant statistical relationship between academic rank and both research performance and teaching performance.
The conclusion is that good teaching and good research positively reinforce each other, and faculty need to be strong in both areas to avoid repetition in teaching and apply research results to their
This review article summarizes 37 empirical studies on assessment feedback provided to undergraduate students for written work across various disciplines. The studies explored: (1) students' perspectives on the effectiveness and utility of feedback, finding mixed opinions on what constitutes effective feedback; (2) teachers' divergent styles of providing feedback and lack of guidance on learning improvement; and (3) divergences between teachers' beliefs and practices regarding assessment criteria and the dual roles of feedback. Overall, the studies point to issues with achieving the dual goals of formative and summative feedback through current assessment practices.
1) Community college student outcomes measure the success of students achieving their goals, such as passing credentialing exams, employment rates, and transfer rates to 4-year universities.
2) The document identifies several institutional factors that influence student outcomes, including tutoring services, college size, reliance on contingent faculty, financial expenditures, emphasis on occupational training, and corporatization.
3) The document also examines some student factors like age, with one study finding older students were more likely to complete a degree when accounting for math ability.
Academic Administration And Service Workloads In Australian UniversitiesBryce Nelson
This paper examines the service and administrative workloads of Australian academics. It finds that academics undertake significant informal internal and external service work, such as serving on committees, in addition to any formal administrative roles. For informal internal service roles, the median annual workload ranges from 30-50 hours. External service roles have a median of 50 hours per year. Formal administrative roles require substantially more time, from 100 hours for some committee chairs to over 200 hours for deputy heads of school. By quantifying the time spent on different components of academic work, the paper aims to support the development of more comprehensive workload models for performance assessment and resource planning.
Academic Achievement And Admission Policy As Correlate Of Student Retention I...Mary Calkins
This document summarizes a research study on the relationship between admission policies, academic achievement, and student retention in Nigerian federal universities. The study analyzed data from 42,288 first-year undergraduate students across five universities. The main findings were:
1) There was a significant relationship between the academic performances of students admitted through different admission criteria policies and their retention in the university system.
2) Admission policies should better align with institutional strategies to improve student academic performance and subsequently impact student retention.
3) Early identification of at-risk students and support services could help foster student commitment and integration to increase retention.
The students getting entered in colleges and universities for their higher education have some sort of motives and expectations towards their degree programs. They also have some degree of preparedness towards their educational institute and mainly towards their major subjects. The purpose of this paper is to investigate the differences in motivation, expectations and preparedness towards the higher education among first-year students on gender basis having accounting as a major subject. Data have been collected from the educational institutions of Multan. It is found that students either male or female, have same level of motives, expectations and preparedness towards higher education. The results of this study revealed no significance differences on the basis of gender among the first year students of college and university.
A Study On The Predictors Of Success And Satisfaction In An Online Higher Edu...Scott Bou
This study examined predictors of success and satisfaction for students in an online higher education program in Turkey. It surveyed 85 students regarding instructor support, student interaction, personal relevance, authentic learning, active learning, and student autonomy. Correlation analysis found a moderate relationship among these variables. Regression tests then analyzed the influence of the independent variables on student success and satisfaction. The results showed that instructor support, authentic learning, and personal relevance predicted student satisfaction, while authentic learning alone strongly predicted academic success. Previous literature on predictors of online student success and satisfaction were also reviewed.
Constructing an instrument with behavioral scales to assess teaching quality ...Juan Carlos Aguado Franco
The assessment of teaching quality in blended learning modalities has become a key element in the context of higher education. However, current evaluation systems present certain limitations. Behavioral scales overcome many of these limitations, offering an alternative for this task.
This study describes the process of constructing an assessment instrument with behavioral scales to evaluate university teachers in blended learning modalities, following the BARS (Behavioral Anchored Rating Scales) methodology. The design
process included interviews and surveys involving a total of 477 students, as well as a panel of professors who were experts in this teaching modality.
The behavioral scales in the final instrument highlight the importance of certain particularly significant teaching-related aspects of blended learning models, namely: teacher-student communication; learning resources; course design; and the teacher’s technical competencies.
The authors conclude that the final instrument provides clear and unambiguous feedback, enables the teacher to take specific corrective measures, and reinforces the formative purpose of evaluation in these modalities.
Humorous Eulogy - How To Create A Humorous EulogyScott Donald
The document provides instructions for creating a humorous eulogy by first creating an account on HelpWriting.net, then completing an order form with details and attaching a sample if wanting the writer to imitate your style. Writers will bid on the request and you can choose one based on qualifications to start the assignment, with options for revisions until satisfied.
Literacy Worksheets, Teaching Activities, TeachiScott Donald
The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and select one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions until fully satisfied, with the option of a full refund for plagiarized work. The service aims to provide original, high-quality content to meet customers' needs.
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Semelhante a A Literature Review Of The Impact Of Extracurricular Activities Participation On Students Academic Performance
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This document summarizes a study that examined factors influencing the academic achievement of business students in quantitative courses at private higher education institutions in South Africa. A questionnaire was administered to 119 students to understand how lecturer competence, teaching methods, quality of learning materials, minimum admission criteria, and mathematics aptitude impacted their performance. The results of the analysis found that lecturer competence, teaching methods, and quality of learning materials had a significant positive influence on students' academic achievement, while mathematics aptitude and minimum admission criteria did not significantly influence achievement.
This document discusses tools for assessing cognitive outcomes of service-learning programs. It begins by explaining the importance of assessing service-learning and then provides a review of available assessment tools. The tools are organized into three categories: research scales, written essays/protocols, and interviews/qualitative approaches. Several tools are described in detail, including the Cognitive Learning Scale, Problem-Solving Analysis Protocol, and Problem-Solving Interview Protocol. The conclusion emphasizes that systematic assessment can improve service-learning programs and better demonstrate their impact on student learning.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in examinations and the quality of education in general is unsatisfactory and inadequate.
This manuscript describes a two-phase process to redesign a university graduate college's program evaluation measures and methods. In phase one, the team conducted a needs analysis through literature review, focus groups, and interviews. Based on stakeholder feedback, they redesigned the evaluation instruments and conducted alpha testing. In phase two, they revised the instruments based on alpha testing data and conducted beta testing with over 2,000 students. The final redesigned evaluation system replaces a paper exit questionnaire with multi-event, online assessments aligned with organizational goals and reporting needs. It provides longitudinal data to support program improvement at the graduate college and department levels.
During the last five years of my administrative career (from 2005 to 2010), I was the principal of an amazing Chicago North Shore high school. In my first year as principal, I started making small changes in order to demonstrate to the students and staff how we could improve our school.
Effect of teaching method, choice of discipline and student lecturer relation...Alexander Decker
This document summarizes a study that examined factors affecting student academic performance, including teaching method, choice of discipline, and student-lecturer relationship. The study analyzed data from 192 students in Nigeria on their course of study, effort level, and relationship with lecturers. The results showed that choice of discipline influenced by university authority rather than passion was negatively associated with student GPA. Additionally, student GPA increased as the rapport between students and lecturers improved. Some students who put in high effort performed worse than less studying students, possibly due to rushed lectures or lack of learning resources. The study concluded teaching methods should maintain good student-lecturer relationships while preventing moral hazard of passing without effort.
A Comparative Study Of Competency-Based Courses Demonstrating A Potential Mea...Sheila Sinclair
This study evaluated the effectiveness of a rubric for assessing competency-based course design and student success in an undergraduate program. The rubric was used to evaluate 12 new competency-based courses in the program. The results showed a correlation between high-scoring courses on the rubric and higher student assessment scores, suggesting the rubric is effective in evaluating course quality and predicting student success. The study recommends focusing on active student learning, increased mentor support and feedback, and opportunities to practice skills to improve course design.
An Evaluation Of Predictors Of Achievement On Selected Outcomes In A Self-Pac...Zaara Jensen
This document summarizes a study that evaluated predictors of student achievement in a self-paced online Principles of Management course. The study examined whether demographic variables (gender, age), a psychosocial measure (Locus of Control), and student effort (cumulative GPA) predicted performance on three outcomes: written work, a post-test, and final course score. The researchers found that cumulative GPA, which measures student effort, was the only significant predictor of student outcomes in two of the three models analyzed.
Academic Performance Of University Students A Case In A Higher Learning Inst...Joshua Gorinson
This document summarizes a research paper that studied factors influencing the academic performance of university students. The research identified four main factors - teaching and learning process, infrastructure of the university, family and peers influence, and students' financial situation. A survey was conducted of students in their 4th and 5th semesters, and the data was analyzed using statistical methods. The results found that the teaching and learning process had the highest impact on students' academic performance and graduation on time. The research concluded that improvements could be made to teaching methods, student support, and assistance for financially disadvantaged students.
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The Effect of the Involvement Intensity in Extracurricular Activities and Sof...inventionjournals
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Investigating the Relationship Between Teaching Performance and Research Perf...BRNSSPublicationHubI
This document investigates the relationship between teaching performance and research performance of faculty members at the University of Tehran's Faculty of Management. It analyzes data on 83 faculty members over a 10-year period for research performance and a 4-year period for teaching performance. The findings show:
1) There is a direct and significant relationship between research performance and teaching performance.
2) There is no significant relationship between gender and research performance.
3) There is a significant statistical relationship between academic rank and both research performance and teaching performance.
The conclusion is that good teaching and good research positively reinforce each other, and faculty need to be strong in both areas to avoid repetition in teaching and apply research results to their
This review article summarizes 37 empirical studies on assessment feedback provided to undergraduate students for written work across various disciplines. The studies explored: (1) students' perspectives on the effectiveness and utility of feedback, finding mixed opinions on what constitutes effective feedback; (2) teachers' divergent styles of providing feedback and lack of guidance on learning improvement; and (3) divergences between teachers' beliefs and practices regarding assessment criteria and the dual roles of feedback. Overall, the studies point to issues with achieving the dual goals of formative and summative feedback through current assessment practices.
1) Community college student outcomes measure the success of students achieving their goals, such as passing credentialing exams, employment rates, and transfer rates to 4-year universities.
2) The document identifies several institutional factors that influence student outcomes, including tutoring services, college size, reliance on contingent faculty, financial expenditures, emphasis on occupational training, and corporatization.
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Academic Administration And Service Workloads In Australian UniversitiesBryce Nelson
This paper examines the service and administrative workloads of Australian academics. It finds that academics undertake significant informal internal and external service work, such as serving on committees, in addition to any formal administrative roles. For informal internal service roles, the median annual workload ranges from 30-50 hours. External service roles have a median of 50 hours per year. Formal administrative roles require substantially more time, from 100 hours for some committee chairs to over 200 hours for deputy heads of school. By quantifying the time spent on different components of academic work, the paper aims to support the development of more comprehensive workload models for performance assessment and resource planning.
Academic Achievement And Admission Policy As Correlate Of Student Retention I...Mary Calkins
This document summarizes a research study on the relationship between admission policies, academic achievement, and student retention in Nigerian federal universities. The study analyzed data from 42,288 first-year undergraduate students across five universities. The main findings were:
1) There was a significant relationship between the academic performances of students admitted through different admission criteria policies and their retention in the university system.
2) Admission policies should better align with institutional strategies to improve student academic performance and subsequently impact student retention.
3) Early identification of at-risk students and support services could help foster student commitment and integration to increase retention.
The students getting entered in colleges and universities for their higher education have some sort of motives and expectations towards their degree programs. They also have some degree of preparedness towards their educational institute and mainly towards their major subjects. The purpose of this paper is to investigate the differences in motivation, expectations and preparedness towards the higher education among first-year students on gender basis having accounting as a major subject. Data have been collected from the educational institutions of Multan. It is found that students either male or female, have same level of motives, expectations and preparedness towards higher education. The results of this study revealed no significance differences on the basis of gender among the first year students of college and university.
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This study examined predictors of success and satisfaction for students in an online higher education program in Turkey. It surveyed 85 students regarding instructor support, student interaction, personal relevance, authentic learning, active learning, and student autonomy. Correlation analysis found a moderate relationship among these variables. Regression tests then analyzed the influence of the independent variables on student success and satisfaction. The results showed that instructor support, authentic learning, and personal relevance predicted student satisfaction, while authentic learning alone strongly predicted academic success. Previous literature on predictors of online student success and satisfaction were also reviewed.
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The assessment of teaching quality in blended learning modalities has become a key element in the context of higher education. However, current evaluation systems present certain limitations. Behavioral scales overcome many of these limitations, offering an alternative for this task.
This study describes the process of constructing an assessment instrument with behavioral scales to evaluate university teachers in blended learning modalities, following the BARS (Behavioral Anchored Rating Scales) methodology. The design
process included interviews and surveys involving a total of 477 students, as well as a panel of professors who were experts in this teaching modality.
The behavioral scales in the final instrument highlight the importance of certain particularly significant teaching-related aspects of blended learning models, namely: teacher-student communication; learning resources; course design; and the teacher’s technical competencies.
The authors conclude that the final instrument provides clear and unambiguous feedback, enables the teacher to take specific corrective measures, and reinforces the formative purpose of evaluation in these modalities.
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A Literature Review Of The Impact Of Extracurricular Activities Participation On Students Academic Performance
1. Singapore Management University
Institutional Knowledge at Singapore Management University
Research Collection School Of Accountancy School of Accountancy
10-2014
A Literature Review of the Impact of
Extracurricular Activities Participation on Students'
Academic Performance
Poh Sun SEOW
Singapore Management University, psseow@smu.edu.sg
Gary PAN
Singapore Management University, garypan@smu.edu.sg
DOI: https://doi.org/10.1080/08832323.2014.912195
Follow this and additional works at: https://ink.library.smu.edu.sg/soa_research
Part of the Accounting Commons, and the Higher Education Commons
This Journal Article is brought to you for free and open access by the School of Accountancy at Institutional Knowledge at Singapore Management
University. It has been accepted for inclusion in Research Collection School Of Accountancy by an authorized administrator of Institutional
Knowledge at Singapore Management University. For more information, please email libIR@smu.edu.sg.
Citation
SEOW, Poh Sun and PAN, Gary. A Literature Review of the Impact of Extracurricular Activities Participation on Students' Academic
Performance. (2014). Journal of Education for Business. 89, (7), 361-366. Research Collection School Of Accountancy.
Available at: https://ink.library.smu.edu.sg/soa_research/1250
2. A LITERATURE REVIEW OF THE IMPACT OF
EXTRACURRICULAR ACTIVITIES PARTICIPATION ON
STUDENTS’ ACADEMIC PERFORMANCE
Poh-Sun SEOW 1
Gary PAN 2
Singapore Management University
School of Accountancy
60 Stamford Road
Singapore 178900
February 2014
Acknowledgments: We acknowledge the helpful comments from Joanne
Tay, Bernadette Toh, Jimmy Ye, Geraldine Pang, Ghee-Keong Kang and
Edna Lee. This study was funded through a research grant (MSS11A004,
Ref No: 12-C206-SMU-001) from the Singapore Ministry of Education
Academic Research Fund Tier 1.
1
Email: psseow@smu.edu.sg, Tel: (65) 6828-0935, Fax: (65) 6828-0600.
(Corresponding Author)
2
Email: garypan@smu.edu.sg, Tel: (65) 6828-0983, Fax: (65) 6828-0600
3. A LITERATURE REVIEW OF THE IMPACT OF
EXTRACURRICULAR ACTIVITIES PARTICIPATION ON
STUDENTS’ ACADEMIC PERFORMANCE
ABSTRACT
Extracurricular activities (ECA) have become an important component of
students’ school life and many schools invested significant resources on
extracurricular activities. Our study suggests three major theoretical frameworks
(Zero-Sum, Developmental and Threshold) to explain the impact of ECA
participation on students’ academic performance. We urge researchers to conduct
future research on the impact of ECA participation so as to extend the stream of
research in the accounting education literature on determinants of students’
academic performance.
Keywords: extracurricular activities; academic performance
4. 2
INTRODUCTION
As accounting issues become more complex in today’s dynamic business
environment, demands on higher education institutions to prepare qualified
accounting graduates become increasingly important (Byrne and Flood, 2008; Potter
and Johnson, 2006). A corresponding stream of research in the accounting
education literature focuses on investigating the determinants of students’ academic
performance in an undergraduate accountancy degree programme (Bergin, 1983;
Byrne and Flood, 2008; Clark and Sweeney, 1985; Duff, 2004; Eskew and Faley,
1988; Gammie et al., 2003; Gracia and Jenkins, 2002, 2003; Gist et al., 1996;
Guney, 2009; Koh and Koh, 1999; Rohde and Kavanagh, 1996; Seow et al., 2013).
This stream of research contributes to practice as understanding the
determinants of students’ academic performance may identify existing students who
are at risk of academic failure and minimize the likelihood of admitting students
whose skill sets are not suited to an accountancy degree programme (Byrne and
Flood, 2005; Gammie et al. 2003; Koh and Koh, 1999). Common determinants of
students’ academic performance that have been examined in the extant accounting
education literature include prior academic achievement (Byrne and Flood, 2008;
Guney, 2009; Gammie et al. 2003; Koh and Koh, 1999; Seow et al., 2013),
mathematical aptitude (Gist et al., 1996; Guney, 2009; Koh and Koh, 1999), critical
thinking (Jenkins, 1998; Springer and Borthick, 2007), age (Guney, 2009; Koh and
Koh, 1999; Lane and Porch, 2002), gender (Gracia and Jenkins, 2003; Koh and
Koh, 1999), prior knowledge of accounting (Eskew and Faley, 1988; Gammie et al.,
2003; Koh and Koh, 1999) and working experience (Hartnett et al., 2004; Guney,
2009). The objective of the current study is to highlight another determinant from the
general education literature which may affect students’ academic performance.
5. 3
The current study aims to examine the impact of extracurricular activities
(“ECA”) participation on students’ academic performance. Extracurricular activities
relate to activities that are “external to the core curriculum” (Shulruf, 2010, pg. 594).
Bartkus et al. (2012, pg. 698) defined extracurricular activities as “academic or non-
academic activities that are conducted under the auspices of the school but occur
outside of normal classroom time and are not part of the curriculum.” Bartkus et al.
(2012, pg. 698) also stated that “extracurricular activities do not involve a grade or
academic credit and participation is optional on the part of the student.” The ECA
experience has become an important component of students’ school life as many
students today participate in ECA (Feldman and Matjasko, 2005; 2012). Many
schools invested significant resources on ECA (Bartkus et al., 2012, Shulruf, 2010)
and are expected to provide a wide range of ECA to provide a balanced education
(Holland and Andre, 1987; Shulruf et al., 2008). The impact of ECA participation on
students’ development has been widely examined in the general education literature
(Broh, 2002; Feldman and Matjasko, 2005, 2012; Holland and Andre, 1987;
Mahoney et al., 2003; Marsh and Kleitman, 2002; Shulruf, 2010). However, this area
of research has not been examined much by researchers in the accounting
education discipline.
A search through six leading accounting education journals1
resulted in
limited studies that examine the impact of ECA participation. Ahadiat and Smith
(1994) surveyed various employers of accounting graduates and reported that ECA
participation was an applicant characteristics sought in entry-level accountants. Chia
(2005) also found that the level of students’ ECA participation positively affected the
number of initial job interviews and final job offers. Wooten (1998) found that ECA
1
The six leading accounting education journals (in alphabetical order) are Accounting Education: An
International Journal; Advances in Accounting Education, Global Perspectives on Accounting
Education; Issues in Accounting Education; Journal of Accounting Education; The Accounting
Educators' Journal.
6. 4
participation did not influence students’ effort in an introductory accounting course
and their academic performances in the course were not affected. On the other
hand, Christensen et al. (2002) included ECA participation as a control variable to
examine the association between self-efficacy and academic performance and
reported mixed results for the effects of ECA participation on academic
performance. Last, Brown-Liburd and Porco (2011) found that undergraduate
accounting students, who have participated in ECA involving volunteerism or
membership in Beta Alpha Psi, demonstrated higher levels of cognitive moral
development. Limited studies on whether ECA participation affects the academic
performance of students in an undergraduate accountancy programme motivate the
current study. By examining the impact of ECA participation, the current study aims
to extend the stream of research in the accounting education literature on
determinants of students’ academic performance.
The remainder of the current paper is organized as follows. First, we present
our research method. This is followed by a discussion of the theoretical frameworks
to examine the impact of ECA participation on students’ academic performance.
RESEARCH METHOD
The content analysis approach of identifying and examining ECA studies
involves two steps: identifying relevant articles to be examined and determining the
theoretical frameworks (Harris, 2001). Using academic databases (EBSCOhost;
JSTOR; Proquest; PsycInfo; and Web of Science,), we conducted a literature search
for publications whose titles, abstracts or keywords contain the selected search
phrases. The keywords and phrases used in the literature search include
“extracurricular activities; ECA; extra school activities; after school activities; non-
academic school activities; co-curricular activities; CCA; academic performance;
7. 5
academic outcome; academic achievement; academic aspirations”. We excluded
book chapters, working papers, and other articles not subjected to peer-review
process. We then examined the selected articles in-depth to determine the
theoretical frameworks.
THEORETICAL FRAMEWORKS
Our study suggests three major theoretical frameworks to explain the impact
of ECA participation on students’ academic performance. The three theoretical
frameworks posited that the level of ECA participation has (a) negative effect on
academic performance (Zero-Sum framework); (b) positive effect on academic
performance indirectly as a result of non-academic achievements (Developmental
framework); and (c) positive effect on academic performance up till a certain point
beyond which participation leads to negative academic outcomes (Threshold
framework).
Zero-Sum Framework
The earliest theoretical framework in the general education literature is the
Zero-Sum framework, which arises from Coleman’s (1961) seminal study. Coleman
(1961) viewed the student’s society as a finite system in which commitment to
academic, athletic, or social values represents a loss to the other two. As athletic
participation was the main determinant of social status in school, Coleman (1961)
argued that male students may prefer to invest time and energy in sport ECA and
ended up neglecting their academic studies. The Zero-Sum framework theorized
that ECA participation has a negative effect on academic performance because
students were devoting more time for their ECA activities at the expense of their
academic studies (Coleman, 1961).
8. 6
Many schools in the early 1980s implemented the “2.0 Rule” where students
must maintain an overall grade point average of 2.0 before they were allowed to
participate in ECA (Joekel, 1985). The motivation behind the “2.0 Rule” was that
ECA participation resulted in diminishing academic performance (Joekel, 1985;
Camp, 1990). Porter (1991) argued that heavy ECA participation interfere with
academic work, resulting in students spending less time on their homework. ECA
participation requires time commitments from students, and these time requirements
are in direct competition with time that otherwise could have been spent on
academic pursuits (Camp, 1990; Coleman, 1961; Joekel, 1985; Marsh, 1992; Marsh
and Kleitman, 2002; Porter, 1991).
Developmental Framework
The dominant theoretical framework in the general education literature is the
Developmental framework, which theorized that ECA participation has a positive
effect on academic performance indirectly as a result of the non-academic and
social benefits associated with ECA participation (Anderman, 2002; Broh, 2002;
Fejgin, 1994; Finn, 1989; Fredricks and Eccles, 2005; Hansen et al., 2003; Holland
and Andre, 1987; Larson, 2006; Lewis, 2004; Mahoney and Cairns, 1997; Mahoney
et al., 2003; Marsh, 1992; Osterman, 2000; Valentine et al, 2002).
Broh (2002) argued that there are three ways which ECA participation
indirectly boosts students’ academic performance. First, ECA participation helps
students develop life skills and characteristics such as a strong work ethic, self-
esteem, perseverance, locus of control, which are consistent with positive academic
outcomes. Second, participating in ECA increases students’ social status and
accords them membership into the leading-crowd of academically-oriented peer
group, thereby facilitating higher academic performance. Third, ECA participation
9. 7
provides students with greater interaction with fellow students and the school,
thereby building social ties and developing social capital. This social capital then
acts as a form of social control that encourages students to follow school norms and
thus attain academic success.
ECA participation facilitates students to achieve better academic
performance through acquiring life skills and attitudes (Holland and Andre, 1987;
Larson, 2006; Lewis, 1994; Mahoney et al., 2003; Marsh, 1992). Holland and Andre
(1987) suggested that ECA participation helps students to acquire organizational,
planning and time-management skills. They also suggested that ECA participation
helps students to develop attitudes such as discipline and motivation; and to receive
social rewards which influence personality characteristics (Holland and Andre,
1987). Marsh (1992) and Valentine et al. (2002) found that ECA participation
enhances students’ self-concept, which in turn mediates positive effects on other
academic outcomes. ECA participation also promotes personal initiatives such as
setting personal goals, evaluating what is needed to attain goals, and then actively
acquiring the abilities and resources to achieve goals (Larson, 2006). Over time, the
benefits of consistent ECA participation could generalize beyond the ECA setting
towards academic pursuits such as in academic goal setting (Mahoney et al., 2003).
Mahoney et al., 2003 conducted a longitudinal study and found that consistent ECA
participation was associated with high interpersonal competence, educational
status, and educational aspirations.
Lewis (2004) proposed the application of resilience theory to examine the
positive impacts of ECA participation. Resilience is one’s ability to respond positively
to stress, adversity, and obstacles, learned as a result of exposure to challenging
situations (Rutter, 1987). Lewis (2004) argued that ECA participation acts as an
agent of resilience by providing students with new environments for self-discovery,
10. 8
opening up opportunities for achievement, and allowing them to assume meaningful
roles in their school communities. Lewis (2004) also argued that ECA participation
enhances students’ self-esteem and self-efficacy and motivates them to work
towards academic goals and social relations. This results in a stronger sense of
school belonging, which can motivate students to work towards academic goals
(Lewis, 2004).
The achievement-oriented nature of ECA, especially sports activities, is an
ideal context for building students’ character (Fejgin, 1994). Fejgin (1994) found that
students who participated in competitive sport activities developed a greater internal
locus of control. By making experiences of both success and failure highly visible to
participants and their peers, students realize that achievements depend upon
individual effort. This link between performance and achievement in competitive
sports might help students to establish a greater internal locus of control and
achieve better academic performance (Fejgin, 1994).
Hansen et al. (2003) examined the developmental benefits of ECA
participation and suggested that ECA participation provides students with six basic
domains of learning experiences which may lead to positive academic outcomes.
ECA participation assists the personal development of students by (a) facilitating
identity development through trying out new experiences; (b) providing a context for
developing personal initiative; (c) developing basic emotional, cognition, and
physical skills; (d) building social connections to others through developing
teamwork and social skills; (e) promoting interpersonal relationships; and (f)
extending social networks with both peers and adults which are a source of social
capital (Hansen et al., 2003).
ECA participation may be a key factor in increasing students’ sense of
school belonging (Finn, 1989; Fredricks and Eccles, 2005). Students who have a
11. 9
greater sense of school belonging were more likely to be more interested in school,
more motivated, experienced less anxiety and had improved academic performance
(Osterman, 2000). Anderman (2002) found that students who felt a greater sense of
school belonging obtained a higher grade point average, were more optimistic, and
had fewer problems at school. Marsh (1992) argued that through ECA involvement,
students experience a sense of meaning and purpose connected to the educational
process, which increases their sense of commitment to the school. This results in
shaping students’ values and attitudes to become more consistent with the
academic-oriented school values and to the academic process in general as
reflected through lower school dropout rates and school attendance (Mahoney and
Cairns, 1997; Marsh, 1992).
Threshold Framework
An emerging theoretical framework in the extant literature is the Threshold
framework, which theorized that ECA participation has a positive effect on academic
performance up till a certain point beyond which participation leads to negative
academic outcomes (Cooper et al., 1999; Fredricks, 2012; Fredricks and Eccles,
2010; Knifsend and Graham, 2012; Marsh, 1992; Marsh and Kleitman, 2002;
Randall and Bohnert, 2012).
The Threshold framework posits that the association between ECA
participation and academic outcomes resembles an inverted U-shaped function, in
which academic outcomes increase at low and moderate levels of ECA participation,
level off, then decline at the highest participation levels (Marsh, 1992; Fredricks,
2012). The Threshold framework attributes the point of diminishing academic
benefits to students’ excessive time commitment which leaves students too little
time for academic pursuits, similar to the Zero-Sum framework (Marsh, 1992). As
12. 10
such, the Threshold framework strikes a compromise between the Zero-Sum
framework’s prediction that excessive time commitments result in declining
academic performance and the Developmental framework’s prediction of positive
non-academic developmental benefits (Marsh and Kleitman, 2002).
Marsh (1992) found significant non-linear effects of ECA participation on
academic outcomes. Marsh and Kleitman (2002) also found that the number of
ECA, time spent on ECA, and total ECA participation has non-linear effects on
academic outcomes. Similarly, Fredricks and Eccles (2010) reported that ECA
participation has a non-linear effect on grades, educational expectations and
educational status. They argued that high levels of ECA participation weakened
students’ connectedness with others and take time away from academic pursuits
(Fredricks and Eccles, 2010). Fredricks (2012) found that the students’ academic
performance declined at higher breadth and intensity of ECA participation and
argued that the stress of balancing multiple ECA affects academic performance
negatively.
Cooper et al. (1999) reported a curvilinear trend between ECA participation
and standardized achievement test scores - the amount of time spent on ECAs was
positively associated with test scores, but at the highest participation levels, test
scores declined dramatically. Knifsend and Graham (2012) found curvilinear
relationships between breath of ECA participation and academic performance. They
argued that moderate ECA participation provided students with an optimal number
of contexts to foster relationships with peers and promote a greater sense of school
belonging. In contrast, students with high levels of ECA participation may
experience difficulties determining where they fit in and belong with their peers
(Knifsend and Graham, 2012). Randall and Bohnert (2012) reported a threshold
13. 11
effect between ECA participation and students’ psychological and social
development.
CONCLUSION
The current study examined prior studies in the general education literature
which investigated the impact of ECA participation on students’ academic
performance. Our study of the general education literature suggested three major
theoretical frameworks. First, the Zero-Sum framework posited that ECA
participation has a negative effect on academic performance because students were
devoting more time for their ECA activities at the expense of their academic studies.
Second, the Developmental framework theorized that ECA participation has a
positive effect on academic performance indirectly as a result of the non-academic
and social benefits associated with ECA participation. Last, the Threshold
framework hypothesized that ECA participation has a positive effect on academic
performance up till a certain point beyond which participation leads to negative
academic outcomes.
While much has been done in understanding the impact of ECA participation
in the general education literature, there were limited studies involving the
accounting education context. By examining the impact of ECA participation, the
current study aims to inform the accounting education literature of another potential
determinant of students’ academic performance in an undergraduate accountancy
programme. This will extend the commonly examined determinants beyond prior
academic achievement, mathematical aptitude, critical thinking, age, gender, prior
knowledge of accounting and working experience. We urge researchers to conduct
future research on the impact of ECA participation so as to extend the stream of
research in the accounting education literature on determinants of students’
academic performance.
14. 12
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