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Factors Affecting Student Performance in Principles of Macroeconomics Courses

The ability to attain high scores on standardized entrance exams does not guarantee high student performance in all areas of academics. Economics courses are examples of this phenomenon. Student performance in Principles of Macroeconomics classes is dependent on many factors. Natural ability needs to be supplemented with motivation and effort. Recent studies have tried to determine the factors that are attributed to high performance. A study by M. Borg and S. Shapiro tried to predict the student's performance based on the personality type of the instructor. The results found that a student would do better in the class if the student and professor had similar learning styles. aspects of success. G. Anderson et al. concentrated on how well the student scored in high school on mathematics, English, and economics, as well as gender, student age, and level of college attainment. According to their study, students who received better scores in high school also performed better in college. Another aspect discovered was that men had better grades than women and chose to drop the class less often. This study was conducted in an attempt to determine to what degree absences and seating arrangements affect student performance. Also included was gender, class level performance on the first quiz, the percentage change from the first test to the last, and percentage of quizzes and homework accomplished as it relates to the score on the departmental final in the course. The model to be used is: