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

Version 2 2024-06-04, 01:27
Version 1 2016-03-31, 15:50
journal contribution
posted on 2024-06-04, 01:27 authored by L Perera, Sutha KanapathippillaiSutha Kanapathippillai, G Wines
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.

History

Journal

Asian review of accounting

Volume

24

Pagination

134-148

Location

Bingley, Eng.

ISSN

1321-7348

Language

eng

Publication classification

C Journal article, C1 Refereed article in a scholarly journal

Copyright notice

2016, Emerald

Issue

2

Publisher

Emerald