A comparison of different study load classifications and their association to student performance: an exploratory study

Perera, Luckmika, Kanapathippillai, Sutharson and Wines, Graeme 2016, A comparison of different study load classifications and their association to student performance: an exploratory study, Asian review of accounting, vol. 24, no. 2, pp. 134-148, doi: 10.1108/ARA-02-2014-0022.

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Title A comparison of different study load classifications and their association to student performance: an exploratory study
Author(s) Perera, LuckmikaORCID iD for Perera, Luckmika orcid.org/0000-0003-4904-818X
Kanapathippillai, SutharsonORCID iD for Kanapathippillai, Sutharson orcid.org/0000-0002-8143-5780
Wines, Graeme
Journal name Asian review of accounting
Volume number 24
Issue number 2
Start page 134
End page 148
Total pages 15
Publisher Emerald
Place of publication Bingley, Eng.
Publication date 2016
Summary Purpose – The purpose of this paper is to investigate the alternative study load measures (dichotomous full-time/part-time classification and the number of units enrolled) and their association to student performance by using student data from a final year accounting unit in a large Australian university.

Design/methodology/approach – Using regression analysis, the authors compare the two measures to ascertain the explanatory power of the two approaches in explaining student performance.

Findings – A positive association is found between study loads and student performance when using the “number of units enrolled” measure. This relationship was not found when the dichotomous measure (full-time vs part-time) was used. The results suggest that a scaled measure of study loads is a better measure compared to a binary (dichotomous) measure.

Research limitations/implications – The study will assist future researchers to better control for study loads, and also to gain a better understanding of the association between study loads and student performance. This may possibly assist educational institutions and academics to use a more appropriate pedagogical design in the structure of courses when determining study load allocations across the different cohorts.

Practical implications – This study will help in methodology of future researchers controlling for study loads and student performance.
Originality/value – The study adds to existing literature by providing an alternate study load measure in methodology for controlling for student performance.
Language eng
DOI 10.1108/ARA-02-2014-0022
Field of Research 130103 Higher Education
Socio Economic Objective 930599 Education and Training Systems not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2016, Emerald Group Publishing
Persistent URL http://hdl.handle.net/10536/DRO/DU:30082508

Document type: Journal Article
Collections: Faculty of Business and Law
Department of Accounting
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