Assimilation Time as a Factor of Performance: Impact on a New Generation of Students

Autor/inn/en	Mohrweis, Lawrence C.; Pitt, Kay C.
Titel	Assimilation Time as a Factor of Performance: Impact on a New Generation of Students
Quelle	In: American Journal of Business Education, 3 (2010) 1, S.15-19 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1942-2504
Schlagwörter	Scheduling; Time Factors (Learning); Program Length; Academic Achievement; Attendance Patterns; Incidence; Hypothesis Testing; Achievement Gains; Educational Environment; College Students; Cohort Analysis + Suchen Sie Ihr Suchwort? Disposition; Schulleistung; Vorkommen; Hypothesenprüfung; Hypothesentest; Achievement gain; Leistungssteigerung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Collegestudent; Kohortenanalyse
Abstract	This paper explores the issue of whether assimilation time has any bearing on the performance of students. Assimilation time is defined as the number of times during the week that a class meets. This study examined whether students would perform better in a 50-minute class that met three days a week versus a 75-minute class that met just two days a week. Assimilation time did make a difference (t-test, p = 0.0693). High-attending students, that is students that attend class more that ninety percent of the time, performed better with more assimilation time that high-attending students in sections with less assimilation time However, for "medium-attending" students there was no difference whether students attended class in a 50-minute class that met three days a week or a 75-minute class that met just two days a week. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01