ACADEMIC EFFICACY MEDIATES TEACHING METHODOLOGY AND ACADEMIC PERFORMANCE OF BUSINESS EDUCATION STUDENTS
Keywords:
Academic Self- Efficacy, Academic Performance, Business Education, Teaching-Styles, Quantitative Courses
Abstract
The article aims to investigate academic self-efficacy as a mediator between teaching methodology and students’ academic performance. The teaching methodology includes three factors: assessment methods, English language & communication and teaching styles, while the performance is investigated in quantitative modules. The sample is drawn from post and undergraduate students of business from public-sector higher education institutes of Pakistan. To achieve the objectives, structural equation modeling is employed to the data obtained through questionnaire from 300 questionnaires. Overall measurement model confirms convergent, internal consistent reliability and discriminant validity which is legitimate and valid for further investigations. Path coefficients show that T-statistic values are significant therefore, there exists a significant-positive connection between teaching methodology and performance. The results also show that academic self-efficacy mediates the relationship between Teaching style and performance, Assessment method and performance and English language & communication and performance.References
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Anderson, J. C., & Gerbing, D. W. (1988). Structural Equation Modeling in Practice: A Review and Recommended two-step Approach. Psychological Bulletin, 103(3), 411.
Asrar, Z., Tariq, N., & Rashid, H. (2018). The Impact of Communication Between Teachers and Students: A Case Study of the Faculty of Management Sciences, University of Karachi, Pakistan. European Scientific Journal, 14(16), 32-39.
Bagozzi, R. P., Yi, Y., & Phillips, L. W. (1991). Assessing construct validity in organizational research. Administrative science quarterly, 421-458.
Bandura, A. (1977). Self-efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), 191.
Blaylock, B., & Hollandsworth, R. (2008). Improving the Impact of Classroom Student Engagement on out-of-class Mental Focus in Quantitative Courses. The Journal of Learning in Higher Education, 4(2), 37-44.
Brookshire, R. G., & Palocsay, S. W. (2005). Factors Contributing to the Success of Undergraduate Business Students in Management Science Courses. Decision Sciences Journal of Innovative Education, 3(1), 99-108.
Bong, M., Cho, C., Ahn, H. S., & Kim, H. J. (2012). Comparison of self beliefs for predicting student motivation and achievement. The Journal of Educational Research, 105(5), 336-352.
Burgess, T. C., & Greis, N. A. (1970). English Language Proficiency and Academic Achievement among Students of English as a Second Language at the College Level.
Cafferty, E. I. (1981). An Analysis of Student Performance Based upon the Degree of Match between the Educational Cognitive Style of the Teacher and the Educational Cognitive Style of the Students. 2908-2908.
Canfield, A. A. (1992). Canfield Learning Styles Inventory Manual. Western Psychological Services. Los Angeles.
Chin, W. W. (1998). The Partial Least Squares Approach to Structural Equation Modeling. Modern Methods for Business Research,295(2), 295-336.
Conti, G. J., & Welborn, R. B. (1986). Teaching-learning Styles and the adult learner. Lifelong Learning, 9(8), 20-24.
Crooks, T. J. (1988). The Impact of Classroom Evaluation Practices on Students. Review of Educational Research, 58(4), 438-481.
Davis, E. C., Nur, H., & Ruru, S. A. A. (1994, July). Helping Teachers and Students understand Learning Styles. In English Teaching Forum, 32(3), 12-19.
Dinu Bajracharya (2015). Impact of Teacher-Student Communication on “High-Risk. Developing Country Studies, 15(18), 88-100.
Dunbar, R. L., Dingel, M. J., Dame, L. F., Winchip, J., & Petzold, A. M.(2018). Student Social Self-efficacy, Leadership Status, and Academic Performance in Collaborative Learning Environments. Studies in Higher Education, 43(9), 1507-1523.
Ehindero, OJ, Ajibade YA (2000). What our student say about how we teach. Ife J. Educ. Studies, 7(1), 1-9.
Feast, V. (2002). The Impact of IELTS Scores on Performance at University (Doctoral Dissertation, Flinders University).
Fornell, C., & Larcker, D. F. (1981). Structural equation models with unobservable variables and measurement error: Algebra and statistics.
Ganyaupfu, E. M. (2013). Factors Influencing Academic Achievement in Quantitative Courses among Business Students of Private Higher Education Institutions. Journal of Education and Practice, 4(15),57-65.
Gefen, D., Straub, D., & Boudreau, M.-C. (2000). Structural equation modelling and regression: Guidelines for research practice. Communications of the Association for Information Systems, 4(1), 7.
Guirguis, R., & Pankowski, J. (2017). Potential Effects of Teaching Strategies on Students’ Academic Performance under a Trump Administration. Journal of Education and Training Studies, 5(4),103-110.
Harb, N., & El-Shaarawi, A. (2007). Factors Affecting Business students’ Performance: The Case of Students in United Arab Emirates. Journal of Education for Business, 82(5), 282-290.
Heil, D. K., & Aleamoni, L. M. (1974). Assessment of the Proficiency in the Use and Understanding of English by Foreign Students as Measured by the Test of English as a Foreign Language.
Heimlich, J. E., & Norland, E. (1994). Developing Teaching Style in Adult Education. The Jossey-Bass Higher and Adult Education Series. San Francisco, CA: Jossey-Bass, Publishers, 94-104.
Ho, D. Y., & Spinks, J. A. (1985). Multivariate Prediction of Academic Performance by Hong Kong University students. Contemporary Educational Psychology, 10(3), 249-259.
Hoigaard, R., Kovac, V. B., Overby, N. C., & Haugen, T. (2015). Academic Self-efficacy Mediates the Effects of School Psychological Climate on Academic Achievement. School Psychology Quarterly, 30(1), 64.
Huang, C.-C., Wang, Y.-M., Wu, T.-W., & Wang, P.-A. (2013). An Empirical Analysis of the a Antecedents and Performance Consequences of using the Moodle Platform. International Journal of Information and Education Technology, 3(2), 217.
Hussain, M., Tabussam, R., & Yousuf, M. I. (2017). Effect of Professional Knowledge and Feedback Communication Skills among Teachers and Students at College Level. Bulletin of Education andResearch, 39(2), 83-94.
Kang’ahi, M., Indoshi, F. C., Okwach, T. O., & Osido, J. (2012).Teaching Styles and Learners’ Achievement in Kiswahili Language in Secondary Schools. International Journal of Academic Research in Progressive Education and Development,1(3), 62-87.
Keller, J. M. (1987). Development and use of the ARCS Model of Instructional Design. Journal of Instructional Development,10(3), 2-10.
Khan, A., Khan, S., Zia-Ul-Islam, S., & Khan, M. (2017). Communication Skills of a Teacher and Its Role in the Development of the Students’ Academic Success. Journal of Education and Practice,8(1), 18-21.
Klassen, R. M., & Usher, E. L. (2010). Self-Efficacy in EducationalSettings: Recent Research and Emerging Directions. In the Decade ahead: Oretical Perspectives on Motivation and Achievement (1-33). Emerald Group Publishing Limited.
Kline, R. (2005). Principles and Practice of Structural Equation Modeling. 2nd ed. New York: The Guilford Press.
Laight, D. W. (2004). Attitudes to Concept Maps as a Teaching/Learning Activity in Undergraduate Health Professional Education: Influence of Preferred Learning Style. Medical Teacher, 26(3),229-233.
Latif, K., Shahid, M. N., Sohail, N., & Shahbaz, M. (2011). Jobs atisfaction among public and private college teachers of District Faisalabad, Pakistan: A comparative analysis. Inter disciplinary Journal of Contemporary Research in Business, 3(8), 235-242.
Lebcir, R. M., Wells, H., & Bond, A. (2008). Factors Affecting Academic Performance of International Students in Project Management Courses: A Case Study from a British Post 92 University. International Journal of Project Management, 26(3), 268-274.
Liberante, L. (2012). The importance of teacher–student relationships, asexplored through the lens of the NSW Quality Teaching Model. Journal of Student Engagement: Education Matters.
Liu, S., & Hallinger, P. (2018). Principal instructional leadership, teacher self-efficacy, and teacher professional learning in China: Testing a mediated-effects model. Educational Administration Quarterly,54(4), 501-528.
Matthews, D. B. (1995). An Investigation of the Learning Styles of Students at Selected Postsecondary and Secondary Institutions in South Carolina. Research Bulletin No. 60.
Michel, N., Cater III, J. J., & Varela, O. (2009). Active Versus Passive Teaching Styles: An Empirical Study of Student Learning Outcomes. Human Resource Development Quarterly, 20(4), 397-418.
Miglietti, C. L. (1996). The Relationship of Teaching Styles, Expectations of Classroom Environments, and Learning Styles of Adult Students at a Two-year College.
Miller, P. (2001). Learning Styles: The Multimedia of the Mind. Research Report.
Mukherjee, A. (2000). Effective Teaching Strategies for Enhancement ofStudent Performance in an Undergraduate Management ScienceCourse. Education, 121(2), 366-366.
Muris, P. (2001). A Brief Questionnaire for Measuring Self-efficacy in Youths. Journal of Psychopathology and Behavioral Assessment,23(3), 145-149.
Naik, B. (2009). “An Investigation of Learning Styles of Business Students.” Proceedings of the 16th Annual South Dakota International Business Conference, Rapid City, South Dakota,340-351.
Nasa, G. (2014). Academic Self-efficacy: A Reliable Predictor of Educational Performances Prof. Hemant Lata Sharma. British Journal of Education, 2(3), 57-64.
NBEAC. (2019). NBEAC Accreditation Process Manual. Retrieved fromfile:///C:/Users/naeem/Downloads/accreditation-process-manual-2019.pdf
Naqvi, S. S. H., Khan, M. M. J., & Mahmood, M. A. (2012). Curriculumof Business Administration for BBA, BBS, MBA and MS. Higher Education Commission-WorNing Papers, Islamabad, 1-240.
Osakwe, R.N. (2009), Dimensions of Communication as Predictors ofEffective Classroom Interaction, Stud Home Comm Sci, 3(1): 57-61.
Peiperl, M. A., & Trevelyan, R. (1997). Predictors of Performance at Business School and beyond: Demographic Factors and the Contrast Between Individual and Group Outcomes. Journal of Management Development, 16(5), 354-367.
Pooja, G. (2017). Study the Effect of Teaching Method on the Academic Achievement of School Going Childern of Semiurban Area, Schools of Lucky now City. International Journal of Home Science, 3(2), 447-453.
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological Correlates of University Students’ Academic Performance: A Systematic Review and Meta-analysis. Psychological Bulletin,138(2), 353-387.
Riggs, J. M. (1982). Cloze Testing Procedures in ESL: A Prediction of Academic Success of Foreign Students and a Comparison with TOEFL Scores.
Sng Bee. (2012).The Impact of Teachers’ Communication Skills on Teaching: Reflections of Pre-service Teachers on their Communication Strengths and Weaknesses. Humanising language teaching.
Schneider, M., & Preckel, F. (2017). Variables Associated with Achievement in Higher Education: A Systematic Review of Meta-analyses. Psychological Bulletin, 143(6), 565-600.
Stajkovic, A. D., Bandura, A., Locke, E. A., Lee, D., & Sergent, K. (2018).Test of Three Conceptual Models of Influence of the Big FivePersonality Traits and Self-efficacy on Academic Performance: A Meta-analytic Path-analysis. Personality and Individual Differences, 120, 238-245.
Scouller, K. (1998). The Influence of Assessment Method on Students’ learning Approaches: Multiple Choice Question Examination Versus Assignment Essay. Higher Education, 35(4), 453-472.
Spoon, J. C., & Schell, J. W. (1998). Aligning Student Learning Styles with Instructor Teaching Styles. Journal of Industrial Teacher Education, 35, 41-56.
Stitt-Gohdes, W. L. (2003). Student Teachers and Their Students: Do Their Instructional and Learning Preferences Match? Business Education Forum, 57(4), 22-27.
Struyven, K., Dochy, F., & Janssens, S. (2005). Students’ Perceptions about Evaluation and Assessment in Higher Education: A Review. Assessment & Evaluation in Higher Education, 30(4),325-341.
Talsma, K., Schuz, B., Schwarzer, R., & Norris, K. (2018). I Believe, Therefore I Achieve (and vice versa): A Meta-analytic Crosslagged Panel Analysis of Self-efficacy and Academic Performance. Learning and Individual Differences, 61, 136-150.
Thompson, S., Greer, J. G., & Greer, B. B. (2004). Highly qualified for successful teaching: Characteristics every teacher should possess. Essays in Education, 10(1), 5.
Tulbure, C. (2011). Do Different Learning Styles require Differentiated Teaching Strategies? Procedia-Social and Behavioral Sciences,11, 155-159.
Vinke, A. A., & Jochems, W. M. G. (1993). English Proficiency and Academic Success in International Postgraduate Education. Higher Education, 26(3), 275-285.
Wang, K. H., Wang, T. H., Wang, W. L., & Huang, S. C. (2006). Learning Styles and Formative Assessment Strategy: Enhancing Student Achievement in Web-based Learning. Journal of Computer Assisted Learning, 22(3), 207-217.
Welborn, R. B. (1986). Influencers of Achievement among Non traditional Adult Health Professional Students. Paper presented at the Teaching to Potential Regional Conference on University Teaching, ERIC Document Reproduction Service. 279 258.
Wetzel, J. N., Potter, W. J., & O’Toole, D. M. (1982). The Influence of Learning and Teaching Styles on Student Attitudes and Achievement in the Introductory Economics Course: A Case Study. The Journal of Economic Education, 13(1), 33-39.
Yousef, D. A. (2012). Factors Affecting Academic Performance of non-English Speaking Business Students in Quantitative Courses: A Study at a Private University in the UAE. Journal of International Business Education, 7, 103-120.
Yousef, D. A. (2017). Factors Influencing Academic Performance in Quantitative Courses among Undergraduate Business Students of a Public Higher Education Institution. Journal of International Education in Business, 10(01), 12-30.
Zakaria, S., & Dewa, N. (2015). Communication Skills and Conduct in Class as Perceived by Students towards Effective Teaching. GSEE-Journal of Education, 3, 45-56.
Anderson, J. C., & Gerbing, D. W. (1988). Structural Equation Modeling in Practice: A Review and Recommended two-step Approach. Psychological Bulletin, 103(3), 411.
Asrar, Z., Tariq, N., & Rashid, H. (2018). The Impact of Communication Between Teachers and Students: A Case Study of the Faculty of Management Sciences, University of Karachi, Pakistan. European Scientific Journal, 14(16), 32-39.
Bagozzi, R. P., Yi, Y., & Phillips, L. W. (1991). Assessing construct validity in organizational research. Administrative science quarterly, 421-458.
Bandura, A. (1977). Self-efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), 191.
Blaylock, B., & Hollandsworth, R. (2008). Improving the Impact of Classroom Student Engagement on out-of-class Mental Focus in Quantitative Courses. The Journal of Learning in Higher Education, 4(2), 37-44.
Brookshire, R. G., & Palocsay, S. W. (2005). Factors Contributing to the Success of Undergraduate Business Students in Management Science Courses. Decision Sciences Journal of Innovative Education, 3(1), 99-108.
Bong, M., Cho, C., Ahn, H. S., & Kim, H. J. (2012). Comparison of self beliefs for predicting student motivation and achievement. The Journal of Educational Research, 105(5), 336-352.
Burgess, T. C., & Greis, N. A. (1970). English Language Proficiency and Academic Achievement among Students of English as a Second Language at the College Level.
Cafferty, E. I. (1981). An Analysis of Student Performance Based upon the Degree of Match between the Educational Cognitive Style of the Teacher and the Educational Cognitive Style of the Students. 2908-2908.
Canfield, A. A. (1992). Canfield Learning Styles Inventory Manual. Western Psychological Services. Los Angeles.
Chin, W. W. (1998). The Partial Least Squares Approach to Structural Equation Modeling. Modern Methods for Business Research,295(2), 295-336.
Conti, G. J., & Welborn, R. B. (1986). Teaching-learning Styles and the adult learner. Lifelong Learning, 9(8), 20-24.
Crooks, T. J. (1988). The Impact of Classroom Evaluation Practices on Students. Review of Educational Research, 58(4), 438-481.
Davis, E. C., Nur, H., & Ruru, S. A. A. (1994, July). Helping Teachers and Students understand Learning Styles. In English Teaching Forum, 32(3), 12-19.
Dinu Bajracharya (2015). Impact of Teacher-Student Communication on “High-Risk. Developing Country Studies, 15(18), 88-100.
Dunbar, R. L., Dingel, M. J., Dame, L. F., Winchip, J., & Petzold, A. M.(2018). Student Social Self-efficacy, Leadership Status, and Academic Performance in Collaborative Learning Environments. Studies in Higher Education, 43(9), 1507-1523.
Ehindero, OJ, Ajibade YA (2000). What our student say about how we teach. Ife J. Educ. Studies, 7(1), 1-9.
Feast, V. (2002). The Impact of IELTS Scores on Performance at University (Doctoral Dissertation, Flinders University).
Fornell, C., & Larcker, D. F. (1981). Structural equation models with unobservable variables and measurement error: Algebra and statistics.
Ganyaupfu, E. M. (2013). Factors Influencing Academic Achievement in Quantitative Courses among Business Students of Private Higher Education Institutions. Journal of Education and Practice, 4(15),57-65.
Gefen, D., Straub, D., & Boudreau, M.-C. (2000). Structural equation modelling and regression: Guidelines for research practice. Communications of the Association for Information Systems, 4(1), 7.
Guirguis, R., & Pankowski, J. (2017). Potential Effects of Teaching Strategies on Students’ Academic Performance under a Trump Administration. Journal of Education and Training Studies, 5(4),103-110.
Harb, N., & El-Shaarawi, A. (2007). Factors Affecting Business students’ Performance: The Case of Students in United Arab Emirates. Journal of Education for Business, 82(5), 282-290.
Heil, D. K., & Aleamoni, L. M. (1974). Assessment of the Proficiency in the Use and Understanding of English by Foreign Students as Measured by the Test of English as a Foreign Language.
Heimlich, J. E., & Norland, E. (1994). Developing Teaching Style in Adult Education. The Jossey-Bass Higher and Adult Education Series. San Francisco, CA: Jossey-Bass, Publishers, 94-104.
Ho, D. Y., & Spinks, J. A. (1985). Multivariate Prediction of Academic Performance by Hong Kong University students. Contemporary Educational Psychology, 10(3), 249-259.
Hoigaard, R., Kovac, V. B., Overby, N. C., & Haugen, T. (2015). Academic Self-efficacy Mediates the Effects of School Psychological Climate on Academic Achievement. School Psychology Quarterly, 30(1), 64.
Huang, C.-C., Wang, Y.-M., Wu, T.-W., & Wang, P.-A. (2013). An Empirical Analysis of the a Antecedents and Performance Consequences of using the Moodle Platform. International Journal of Information and Education Technology, 3(2), 217.
Hussain, M., Tabussam, R., & Yousuf, M. I. (2017). Effect of Professional Knowledge and Feedback Communication Skills among Teachers and Students at College Level. Bulletin of Education andResearch, 39(2), 83-94.
Kang’ahi, M., Indoshi, F. C., Okwach, T. O., & Osido, J. (2012).Teaching Styles and Learners’ Achievement in Kiswahili Language in Secondary Schools. International Journal of Academic Research in Progressive Education and Development,1(3), 62-87.
Keller, J. M. (1987). Development and use of the ARCS Model of Instructional Design. Journal of Instructional Development,10(3), 2-10.
Khan, A., Khan, S., Zia-Ul-Islam, S., & Khan, M. (2017). Communication Skills of a Teacher and Its Role in the Development of the Students’ Academic Success. Journal of Education and Practice,8(1), 18-21.
Klassen, R. M., & Usher, E. L. (2010). Self-Efficacy in EducationalSettings: Recent Research and Emerging Directions. In the Decade ahead: Oretical Perspectives on Motivation and Achievement (1-33). Emerald Group Publishing Limited.
Kline, R. (2005). Principles and Practice of Structural Equation Modeling. 2nd ed. New York: The Guilford Press.
Laight, D. W. (2004). Attitudes to Concept Maps as a Teaching/Learning Activity in Undergraduate Health Professional Education: Influence of Preferred Learning Style. Medical Teacher, 26(3),229-233.
Latif, K., Shahid, M. N., Sohail, N., & Shahbaz, M. (2011). Jobs atisfaction among public and private college teachers of District Faisalabad, Pakistan: A comparative analysis. Inter disciplinary Journal of Contemporary Research in Business, 3(8), 235-242.
Lebcir, R. M., Wells, H., & Bond, A. (2008). Factors Affecting Academic Performance of International Students in Project Management Courses: A Case Study from a British Post 92 University. International Journal of Project Management, 26(3), 268-274.
Liberante, L. (2012). The importance of teacher–student relationships, asexplored through the lens of the NSW Quality Teaching Model. Journal of Student Engagement: Education Matters.
Liu, S., & Hallinger, P. (2018). Principal instructional leadership, teacher self-efficacy, and teacher professional learning in China: Testing a mediated-effects model. Educational Administration Quarterly,54(4), 501-528.
Matthews, D. B. (1995). An Investigation of the Learning Styles of Students at Selected Postsecondary and Secondary Institutions in South Carolina. Research Bulletin No. 60.
Michel, N., Cater III, J. J., & Varela, O. (2009). Active Versus Passive Teaching Styles: An Empirical Study of Student Learning Outcomes. Human Resource Development Quarterly, 20(4), 397-418.
Miglietti, C. L. (1996). The Relationship of Teaching Styles, Expectations of Classroom Environments, and Learning Styles of Adult Students at a Two-year College.
Miller, P. (2001). Learning Styles: The Multimedia of the Mind. Research Report.
Mukherjee, A. (2000). Effective Teaching Strategies for Enhancement ofStudent Performance in an Undergraduate Management ScienceCourse. Education, 121(2), 366-366.
Muris, P. (2001). A Brief Questionnaire for Measuring Self-efficacy in Youths. Journal of Psychopathology and Behavioral Assessment,23(3), 145-149.
Naik, B. (2009). “An Investigation of Learning Styles of Business Students.” Proceedings of the 16th Annual South Dakota International Business Conference, Rapid City, South Dakota,340-351.
Nasa, G. (2014). Academic Self-efficacy: A Reliable Predictor of Educational Performances Prof. Hemant Lata Sharma. British Journal of Education, 2(3), 57-64.
NBEAC. (2019). NBEAC Accreditation Process Manual. Retrieved fromfile:///C:/Users/naeem/Downloads/accreditation-process-manual-2019.pdf
Naqvi, S. S. H., Khan, M. M. J., & Mahmood, M. A. (2012). Curriculumof Business Administration for BBA, BBS, MBA and MS. Higher Education Commission-WorNing Papers, Islamabad, 1-240.
Osakwe, R.N. (2009), Dimensions of Communication as Predictors ofEffective Classroom Interaction, Stud Home Comm Sci, 3(1): 57-61.
Peiperl, M. A., & Trevelyan, R. (1997). Predictors of Performance at Business School and beyond: Demographic Factors and the Contrast Between Individual and Group Outcomes. Journal of Management Development, 16(5), 354-367.
Pooja, G. (2017). Study the Effect of Teaching Method on the Academic Achievement of School Going Childern of Semiurban Area, Schools of Lucky now City. International Journal of Home Science, 3(2), 447-453.
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological Correlates of University Students’ Academic Performance: A Systematic Review and Meta-analysis. Psychological Bulletin,138(2), 353-387.
Riggs, J. M. (1982). Cloze Testing Procedures in ESL: A Prediction of Academic Success of Foreign Students and a Comparison with TOEFL Scores.
Sng Bee. (2012).The Impact of Teachers’ Communication Skills on Teaching: Reflections of Pre-service Teachers on their Communication Strengths and Weaknesses. Humanising language teaching.
Schneider, M., & Preckel, F. (2017). Variables Associated with Achievement in Higher Education: A Systematic Review of Meta-analyses. Psychological Bulletin, 143(6), 565-600.
Stajkovic, A. D., Bandura, A., Locke, E. A., Lee, D., & Sergent, K. (2018).Test of Three Conceptual Models of Influence of the Big FivePersonality Traits and Self-efficacy on Academic Performance: A Meta-analytic Path-analysis. Personality and Individual Differences, 120, 238-245.
Scouller, K. (1998). The Influence of Assessment Method on Students’ learning Approaches: Multiple Choice Question Examination Versus Assignment Essay. Higher Education, 35(4), 453-472.
Spoon, J. C., & Schell, J. W. (1998). Aligning Student Learning Styles with Instructor Teaching Styles. Journal of Industrial Teacher Education, 35, 41-56.
Stitt-Gohdes, W. L. (2003). Student Teachers and Their Students: Do Their Instructional and Learning Preferences Match? Business Education Forum, 57(4), 22-27.
Struyven, K., Dochy, F., & Janssens, S. (2005). Students’ Perceptions about Evaluation and Assessment in Higher Education: A Review. Assessment & Evaluation in Higher Education, 30(4),325-341.
Talsma, K., Schuz, B., Schwarzer, R., & Norris, K. (2018). I Believe, Therefore I Achieve (and vice versa): A Meta-analytic Crosslagged Panel Analysis of Self-efficacy and Academic Performance. Learning and Individual Differences, 61, 136-150.
Thompson, S., Greer, J. G., & Greer, B. B. (2004). Highly qualified for successful teaching: Characteristics every teacher should possess. Essays in Education, 10(1), 5.
Tulbure, C. (2011). Do Different Learning Styles require Differentiated Teaching Strategies? Procedia-Social and Behavioral Sciences,11, 155-159.
Vinke, A. A., & Jochems, W. M. G. (1993). English Proficiency and Academic Success in International Postgraduate Education. Higher Education, 26(3), 275-285.
Wang, K. H., Wang, T. H., Wang, W. L., & Huang, S. C. (2006). Learning Styles and Formative Assessment Strategy: Enhancing Student Achievement in Web-based Learning. Journal of Computer Assisted Learning, 22(3), 207-217.
Welborn, R. B. (1986). Influencers of Achievement among Non traditional Adult Health Professional Students. Paper presented at the Teaching to Potential Regional Conference on University Teaching, ERIC Document Reproduction Service. 279 258.
Wetzel, J. N., Potter, W. J., & O’Toole, D. M. (1982). The Influence of Learning and Teaching Styles on Student Attitudes and Achievement in the Introductory Economics Course: A Case Study. The Journal of Economic Education, 13(1), 33-39.
Yousef, D. A. (2012). Factors Affecting Academic Performance of non-English Speaking Business Students in Quantitative Courses: A Study at a Private University in the UAE. Journal of International Business Education, 7, 103-120.
Yousef, D. A. (2017). Factors Influencing Academic Performance in Quantitative Courses among Undergraduate Business Students of a Public Higher Education Institution. Journal of International Education in Business, 10(01), 12-30.
Zakaria, S., & Dewa, N. (2015). Communication Skills and Conduct in Class as Perceived by Students towards Effective Teaching. GSEE-Journal of Education, 3, 45-56.
Published
2020-07-01
Section
Articles
