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How Can We Predict Performance in Tertiary Level Economics?

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  • Zhang, Lemin
  • Marsh, Dan

Abstract

The New Zealand Qualification Authority (NZQA) started to introduce a new qualification; the National Certificate of Educational Achievement (NCEA) in 2002. NCEA level 3 replaced the University Bursary Examinations in 2004. The main purpose of this paper is to investigate the relationship between the number and quality of credits gained at NCEA level 3 by students and their academic performance in a first year economics course - Business Economics and the New Zealand Economy at Waikato University. Other factors that could affect student performance are also investigated. Our analysis suggests that several factors can have an impact on student's performance in ECON100. These factors include nationality, semester, total number of NCEA level 3 credits and the quality of credits at level 3 in NCEA economics and mathematics.

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Bibliographic Info

Paper provided by New Zealand Agricultural and Resource Economics Society in its series 2006 Conference, August 24-25, 2006, Nelson, New Zealand with number 31974.

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Date of creation: 2006
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Handle: RePEc:ags:nzar06:31974

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Web page: http://www.nzares.org.nz/
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Keywords: Qualification; Education; Testing; Teaching/Communication/Extension/Profession;

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  1. Sanjiv Jaggia & Alison Kelly-Hawke, 1999. "An Analysis Of The Factors That Influence Student Performance: A Fresh Approach To An Old Debate," Contemporary Economic Policy, Western Economic Association International, vol. 17(2), pages 189-198, 04.
  2. James A. Dorn, 2003. "Introduction," Cato Journal, Cato Journal, Cato Institute, vol. 23(1), pages 1-9, Spring/Su.
  3. J J Arias & Douglas M. Walker, 2004. "Additional Evidence on the Relationship between Class Size and Student Performance," The Journal of Economic Education, Taylor & Francis Journals, vol. 35(4), pages 311-329, October.
  4. Charles L. Ballard & Marianne F. Johnson, 2004. "Basic Math Skills and Performance in an Introductory Economics Class," The Journal of Economic Education, Taylor & Francis Journals, vol. 35(1), pages 3-23, January.
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