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ERIC Number: EJ1028965
Record Type: Journal
Publication Date: 2014
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0883-2323
Cognitive Learning Strategy as a Partial Effect on Major Field Test in Business Results
Strang, Kenneth David
Journal of Education for Business, v89 n3 p142-148 2014
An experiment was developed to determine if cognitive learning strategies improved standardized university business exam results. Previous studies revealed that factors such as prior ability, age, gender, and culture predicted a student's Major Field Test in Business (MFTB) score better than course content. The experiment control consisted of identical syllabi and faculty (except for the treatment). The analysis of covariance results were statistically significant (n = 134) with a 40% effect size (and a 74% effect size using multiple regression). The study demonstrated that cognitive learning strategies (accounting for gender and course level grade point average) can influence a student's MFTB exam score. An analysis of covariance can be used to accurately measure student learning gain regardless of prior ability.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Identifiers - Assessments and Surveys: Major Field Achievement Test in Business