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Baker-Eveleth, Lori Jo; O'Neill, Michele; Sisodiya, Sanjay R. – Journal of Education for Business, 2014
Research suggests that diverse environments enhance conscious modes of thought, resulting in greater intellectual engagement and active thinking. Ordinal and multinomial logistic regression results indicate that accounting courses and business law classes are useful predictors of subsequent performance. Odds ratio estimates indicate that students…
Descriptors: Business Administration Education, Prediction, Undergraduate Students, Grade Point Average
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Kunkel, J. Gregory; Shafer, William E. – Journal of Education for Business, 1997
Two sections of an accounting course for college seniors used team learning (n=63) and two sections used traditional methods (n=66). Midterm scores did not differ significantly, but the traditional sections scored significantly better on the final exam than did the team learning sections. (SK)
Descriptors: Academic Achievement, Business Education, Cooperative Learning, Higher Education
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Allison, Barbara J.; Voss, Richard Steven; Dryer, Sean – Journal of Education for Business, 2001
Business students (n=211) rated their organizational citizenship behavior (altruism, courtesy, civic virtue, sportsmanship, conscientiousness). A majority had moderately high levels, but a significant percentage had relatively low levels. Organizational citizenship behavior was significantly and positively related to academic performance. (SK)
Descriptors: Academic Achievement, Citizenship, Classroom Environment, Interpersonal Relationship
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Miglietti, Cynthia – Journal of Education for Business, 2002
Effective use of cooperative learning groups requires the following: attention to group formation, orientation that sets clear expectations and guidelines, activities to develop teamwork skills, peer evaluation, and other assessments that recognize and measure individual effort on group projects. (SK)
Descriptors: Academic Achievement, Accounting, Cooperative Learning, Group Dynamics