Factors Associated with Student Performance in Introductory Finance: An Empirical Study at a Public University
Mostafa M. Maksy
Kutztown University of Pennsylvania, USA
Rasoul Rezvanian
Ithaca College, USA
Volume 12: 2017, pp. 127-154; ABSTRACT
This paper examines some determinants of student performance in an undergraduate Introductory Finance course. Of the four motivation factors studied (the grade the student intends to earn in the course, intention to take the Chartered Financial Analyst or the Certified Financial Planner examination, intention to take the Certified Public Accountant examination, and intention to attend graduate school) only the second is associated with student performance. None of the three distraction factors studied (job hours, job type, and course load for the semester) has any significant negative effect on student performance. All prior ability factors studied (the grades in pre-requisite financial and managerial accounting courses, and overall GPA) have significant association with student performance. Finally, of the four self-perceived ability factors used in the study (writing, math, reading, and listening) math has strong significant association with student performance but only under the univariate tests, and writing has very weak association with student performance but only under multivariate tests.
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