Does the Performance on Principles of Economics Courses Affect the Overall Academic Success of Undergraduate Business Majors?
Using a sample of 1,339 graduates from an accredited business school and the maximum likelihood technique, this paper explores the relationship between overall academic success and performance on the Principles of Economics courses. The estimated model, which also includes some demographic variables, shows that the rank of professors teaching the course, age of students, and the number of credits earned do not influence business majors' overall academic success. However, the grades earned on the Principles of Economics courses, gender, ethnicity, the major in which the student is enrolled, the number of years the student takes to graduate, as well as whether or not the student is completing a minor significantly affect the overall academic success or the final GPA of business majors.
Volume (Year): 8 (2009)
Issue (Month): 1 ()
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References listed on IDEAS
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Ross Guest & Nerina Vecchio, 2003. "Are There Learning Spillovers in Introductory Macroeconomics?," International Review of Economic Education, Economics Network, University of Bristol, vol. 1(1), pages 36-60.
- 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.
- 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.
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