Pre Enrolment and Post Enrolment Predictors of Academic Success in Business Economics

21 Pages Posted: 22 Apr 2012

See all articles by Noel Woods

Noel Woods

University College Cork

Shane Woods

University College Cork

Kathleen O'Sullivan

University College Cork

Date Written: April 18, 2012

Abstract

The aim of this paper is to identify and evaluate the impact of pre and post enrolment predictors of academic success for students of Business Economics. These include pre-enrolment predictors such as: points score in Leaving Certificate (LC) examination; socio-economic factors such as eligibility for a Higher Education Authority (HEA) grant, and/or whether the student received their secondary education in a public or private school. Post-enrolment predictors such as attendance at lectures/tutorials, hours worked per week, use of the university’s Virtual Learning Environment (VLE), type of student accommodation, level of involvement in student activities, level of participation in sport, response to progressive assessment, and perception/style of lecturer, are also evaluated. Furthermore, we explore the nature of multiple intelligences among business students and investigate the relationship between these intelligences and performance in terms of academic success.

Research was conducted in University College Cork, during the 2008-2009 academic year. One hundred and sixty-six second year Bachelor of Commerce students took part in the study. The second year experience at university may be more representative, as the behavioural characteristics that they developed at secondary level may have been diluted by having experienced tertiary education. Also, second year students are likely to be more familiar with the qualities that are required for success at third level. Feedback from focus groups, coupled with the relevant literature, was used to inform the pre and post university enrolment factors to be investigated. Multivariate logistic regression was used to identify the pre and post enrolment factors.

In term of the students’ perception, 31% felt that self-discipline and effort was the most important factor influencing academic success, followed by attendance at lectures (19%), whereas 26% felt that quality of teaching was the most significant factor influencing academic failure. This suggests that students tend to internalise success and externalise failure, tending to attribute success to their own efforts and failure to their lecturers. Three types of intelligence dominated; interpersonal, logical-mathematical, and musical. In terms of the scholarship of teaching and learning, this provides an indication as to student’s preferred learning styles, as well as their behavioural and working styles, and their natural strengths.

Students’ who achieved high points in their LC continue to do well at tertiary level. They are more capable academically and have good study and exam techniques. Those with their highest LC grade in a maths-related subject are more likely to achieve success in Business Economics. Students who live at home are more likely to have strong parental support units and a stable environment and are more likely to achieve success. Attending lectures improved the chances of success as course material is likely to be explained more thoroughly at lectures. In conclusion, the findings provide a basis for helping lecturers reflect on their expectations about students so that they will be better informed about ways in which they can facilitate learning, enhance the influence of positive factors and minimise the influence of negative factors on student success. Second, it can provide a source for helping students to reflect on their perceptions and expectations of university study so that they can gain more control over their learning, and therefore they can approach their studies in a way that will maximise their chances of success. Identifying the factors that influence academic performance also enables teachers to identify the “at risk” students. It is then possible to target interventions and provide appropriate support services for these students.

JEL Classification: I21

Suggested Citation

Woods, Noel and Woods, Shane and O'Sullivan, Kathleen, Pre Enrolment and Post Enrolment Predictors of Academic Success in Business Economics (April 18, 2012). Available at SSRN: https://ssrn.com/abstract=2043074 or http://dx.doi.org/10.2139/ssrn.2043074

Noel Woods (Contact Author)

University College Cork ( email )

5 Bloomfield Terrace Western Road
Cork
Ireland

Shane Woods

University College Cork

5 Bloomfield Terrace Western Road
Cork
Ireland

Kathleen O'Sullivan

University College Cork

5 Bloomfield Terrace Western Road
Cork
Ireland

Do you have negative results from your research you’d like to share?

Paper statistics

Downloads
99
Abstract Views
1,513
Rank
482,506
PlumX Metrics