Factors associated with student performance in an investments course: An empirical study

Abstract

Using several statistical tests (including one-way ANOAVA, Pearson and Spearman correlations, and OLS regression analysis) this paper examines some determinants of student performance in an undergraduate Investments course. Of the three motivation factors studied (the grade the student would like to make in the course, intention to take the Chartered Financial Analyst or the Certified Financial Planner examination, and intention to attend graduate school) only the first has strong relationship with student performance. Of the effort factors (course study hours, overall study hours, homework, class attendance, and class participation) only course study hours, homework, and attendance have positive explanatory power for student performance. None of the three distraction factors studied (job hours, job type, and credit hours load for the semester) has any significant effect on student performance. Both prior ability factors studied (overall GPA and the grade in a pre-requisite financial management course) have significant relationship with student performance. Finally, of the four self-perceived ability factors used in the study (writing, math, reading, and listening) only the math ability has positive relationship with student performance.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 16 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.