Educational Performance, ‘Clicker’ Engagement and Ethnicity: Evidence from Finance 101

We explore the nexus between academic performance, ethnicity and student engagement via learning technologies for an introductory, high-volume finance course. We ask three questions: (1) What factors determine student ‘clicker’-based engagement? (2) Does engagement improve academic performance? (3)...

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Bibliographic Details
Published in:Journal of financial education 2018-04, Vol.44 (1), p.12-33
Main Authors: Roberts, Helen, Diaz-Rainey, Ivan, Genc, Murat
Format: Article
Language:English
Subjects:
EDUCATIONAL RESEARCH
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Summary:We explore the nexus between academic performance, ethnicity and student engagement via learning technologies for an introductory, high-volume finance course. We ask three questions: (1) What factors determine student ‘clicker’-based engagement? (2) Does engagement improve academic performance? (3) Are the determinants of Māori student performance different? We find that Asian students and academic scholarship holders attend lectures frequently. Males, repeaters, Māori and non-first year students attend class less. Midterm exam performance improves with engagement, experience and academic scholarships. The research also suggests that drivers of success for Māori students may be different to their peers.
ISSN:0093-3961
2332-421X