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Does student proactivity guarantee positive academic results?

dc.contributor.authorCansino J.M.
dc.contributor.authorRomán R.
dc.contributor.authorExpósito A.
dc.date.accessioned2020-09-02T22:14:09Z
dc.date.available2020-09-02T22:14:09Z
dc.date.issued2018
dc.identifier10.3390/educsci8020062
dc.identifier.citation8, 2, -
dc.identifier.issn22277102
dc.identifier.urihttps://hdl.handle.net/20.500.12728/3891
dc.descriptionThis paper analyzes the impact of students’ proactivity on academic performance based on a sample from students enrolled in an introductory course of Political Economy at the University of Seville (Spain) in three consecutive courses (2014–2015, 2015–2016 and 2016–2017). Proactivity is measured by several indicators, such as class attendance, case-study oral presentation and its delivery in a foreign language, all of them being non-mandatory activities for students who have participated in the experiment. Specifically, this study aims to assess the impact of a student’s proactivity on two academic outcomes: (i) to pass or fail the exam; and (ii) the score obtained. Impact assessment has been performed using a probit and ordered multinomial logit models. The results show that a student’s proactivity measured by class attendance and case-study presentation significantly increases the probability of passing the exam, while the impact of using a foreign language seems to be non-significant. In relation to the score obtained, the proactivity measured through the case presentation raises the probability of obtaining a higher mark more than regular class attendance. © 2018 by the authors. Licensee MDPI, Basel, Switzerland.
dc.language.isoen
dc.publisherMDPI AG
dc.subjectAcademic performance
dc.subjectClass attendance
dc.subjectStudent proactivity
dc.titleDoes student proactivity guarantee positive academic results?
dc.typeArticle


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