The effect of student time allocation on academic achievement
AbstractThere is a large literature on the influence of institutional characteristics on student academic achievement. In contrast, relatively little research focusses on student time allocation and its effects on student performance. This paper contributes to the literature by investigating the effect of student time allocation on the average grade of undergraduate students, by gender, ability, and field of study. The results suggest that the time spent on attending courses is positively associated with grades for females, high-ability students, and students of Social Sciences and Sciences/Engineering. Spending time on self-study, on other study-related activities, or on working as a student assistant or tutor is positively correlated with grades for almost all students. Devoting time for attending tutorials or student work groups is negatively correlated with grades if the ability of students is below average or if they study Sciences/Engineering. Using a translog production function, the results indicate that spending time on courses, on self-study, and on other study-related activities are substitutes. However, time spent on courses and time spent on working as a student assistant or tutor are complements.
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Bibliographic InfoArticle provided by Taylor and Francis Journals in its journal Education Economics.
Volume (Year): 19 (2011)
Issue (Month): 3 ()
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Web page: http://taylorandfrancis.metapress.com/link.asp?target=journal&id=104532
Other versions of this item:
- Barbara S. Grave, 2010. "The Effect of Student Time Allocation on Academic Achievement," Ruhr Economic Papers 0235, Rheinisch-Westfälisches Institut für Wirtschaftsforschung, Ruhr-Universität Bochum, Universität Dortmund, Universität Duisburg-Essen.
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
- J2 - Labor and Demographic Economics - - Demand and Supply of Labor
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- Zwick Th., 2013.
"Determinants of individual academic achievement - Group selectivity effects have many dimensions,"
003, Maastricht : ROA, Research Centre for Education and the Labour Market.
- Zwick, Thomas, 2012. "Determinants of individual academic achievement: Group selectivity effects have many dimensions," ZEW Discussion Papers 12-081, ZEW - Zentrum für Europäische Wirtschaftsforschung / Center for European Economic Research.
- Liam Delaney & Colm Harmon & Martin Ryan, 2011. "The Role of Noncognitive Traits in Undergraduate Study Behaviours," Working Papers 201132, Geary Institute, University College Dublin.
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