ERIC Number: EJ680966
Record Type: Journal
Publication Date: 2004-Feb-1
Using the Student Learning Framework to Explore the Variation in Academic Performance of European Business Students
Byrne, Marann; Flood, Barbara; Willis, Pauline
Journal of Further and Higher Education, v28 n1 p67-78 Feb 2004
The primary focus of this study is to explore the variation in academic performance of European Business (EB) students, using the student learning framework. Prior research has shown that students' approaches to learning and preferences for teaching influence the quality of their learning outcomes. The Approaches and Study Skills Inventory for Students (ASSIST) is used in this study to obtain quantitative information about students' approaches to learning and preferences for teaching. Academic performance is represented by students' average mark across all first-year modules. The results show that high-achieving students are more likely to adopt a strategic approach to learning and have a preference for teaching that supports understanding. They are less inclined to adopt an instrumental approach to learning.
Descriptors: Teaching Methods, Academic Achievement, Student Attitudes, Foreign Countries, Business Administration Education, Cognitive Style, Learning Strategies, High Achievement, Measures (Individuals), Comparative Analysis
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Publication Type: Journal Articles; Numerical/Quantitative Data; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A