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Direct linkStrang, Kenneth David – Journal of Education for Business, 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…
Descriptors: Cognitive Style, Learning Strategies, Business Administration Education, Scores
