It presents an opportunity for students to develop algorithmic thinking, to use spreadsheet-modelling skills in a realistic setting, to enhance cognition in understanding the ‘whole’ of a business problem, and to reduce instrumentality through the intrinsic enjoyment of problem-based learning.Įxcessive entitlement – an exaggerated or unrealistic belief about what one deserves – has been associated with a variety of maladaptive behaviors, including a decline in motivation and effort. It argues that the use of such a simulation is more in keeping with learning theories developed in educational psychology in general and experiential learning in particular. This paper outlines the use of a computer simulation in an attempt to combat some of the challenges faced by accounting educators by providing an opportunity for concrete experience in an educational setting. Indeed, there is evidence that many accounting tutors lack concrete experience, further endorsing the status quo. Students adopting such learning style preferences can often perform well in methods of assessment favouring theoretical aspects of accounting. Finally, students of accounting at university often lack concrete experience to enhance their learning, possibly causing them to adopt learning style preferences favouring abstract conceptualization. Further challenges, possibly linked to instrumentality, are in the approaches to learning adopted by some students where surface learning is favoured to deep learning. There is the challenge of ‘instrumentality’ as students are motivated to study accounting not because of some inherent love, or proven ability, for the subject, but for vocational reasons linked to future extrinsic reward (Ottewill, The challenge of insturmentality in business education, paper presented at the University of Glamorgan, 23 September 2002). When teaching accounting to undergraduate students, tutors face a number of challenges. Additionally, they speak to the influence of policies that contribute to student engagement that may improve academic performance for Mexican students. The findings provide an insightful approach to understanding the educational process by incorporating a greater diversity of schooling factors, and support the need for evidence of the factors that make up engagement with different school aspects. However, stronger engagement with teachers does not necessarily improve achievement, and can even negatively correlate with performance. The estimates are similar to those of socioeconomic status or family composition. Our findings suggest that stronger engagement with the school positively affects students’ achievement. It uses hierarchical linear models and data from the OECD 2003 PISA study to examine the relative importance of engagement in comparison to other educational inputs-school and family characteristics-as predictors of performance. This paper investigates the relationship between student engagement-with teachers and schools- and academic performance in Mexico. This debunking of the female stereotype of superior academic performance merely because of gender has pedagogical implications. The primary conclusion from this study is that contrary to prior research that suggests that females predominantly outperform males in academics, such differences can be better explained by mediating variables such as learning and study strategies. However, after controlling for variance explained by the LASSI scores, there were no statistically significant correlations between gender and academic performance. Every LASSI subscale, where females significantly outscored males, positively correlated with superior academic performance (i.e., GPA). There were also statistically significant differences between males and females in their mean scores for several of the above mentioned LASSI scales. The results of this study showed that the LASSI scales dealing with attitude, concentration, information processing skill, motivation, self-testing and review techniques, use of study support techniques, time management, and effective test-taking strategies all correlated positively (with statistical significance) to student GPA. In this study, the 10-scale, Learning and Study Strategies Inventory (LASSI) (Weinstein et al., 1987) assessment device was administered to 107 students to measure receptivity to several skills and strategies that purportedly enhance a students ability to learn and successfully perform in an academic setting. This paper describes a study that was conducted at a mid-sized public university in the mid-south, USA, to examine this issue. ![]() Universities and colleges are very interested in understanding the factors that influence their students academic performance.
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