Success profiles for student examination performance in a large-lecture management course: An empirical study

John R. Schermerhorn, William L. Gardner, Sally A. Dresdow

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

Two studies of student performance on multiple-choice examinations in a large-lecture introductory management course are reported. Study 1 used focus groups to isolate potentially meaningful patterns differentiating high and low performers. Study 2 used discriminant analysis to further examine these patterns. Results indicate that students' undergraduate majors, selected study habits, process variables, and learning styles all make a difference in their examination performance. The findings regarding study habits suggest a number of specific guidelines to help students better prepare for large-lecture multiple-choice examinations. The findings overall raise a number of additional questions worthy of further research and instructional consideration.

Original languageEnglish
Pages (from-to)430-443
Number of pages14
JournalJournal of Management Education
Volume16
Issue number4
DOIs
StatePublished - Nov 1992

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