ERIC Number: EJ1392302
Record Type: Journal
Publication Date: 2023
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2042-3896
EISSN: N/A
Available Date: N/A
Examining the Concurrent Impact of Teaching and Assessment Format on Undergraduate Students' Academic Performance in Marketing
Livas, Christos; Karali, Nansy
Higher Education, Skills and Work-based Learning, v13 n4 p758-771 2023
Purpose: By focusing on a Greek traditional learning university, during and post COVID-19 restrictions, the study aims at examining the concurrent effects of teaching and assessment format on students' academic performance. The inclusion of case studies in course assessment post COVID-19 restrictions is also expected to give a rough insight into students' employability skills and workplace readiness. Design/methodology/approach: The academic performance of 489 undergraduate students, as determined by the grades they earned, was measured in the final exams of business-to-business marketing and integrated marketing communication courses, held in January 2021 and 2022 at a Greek public university. The primary predictor variable or interest was "teaching and assessment format", and took two values: (1) online teaching with multiple-choice assessment format (during COVID-19 restrictions); and (2) traditional classroom teaching with in-person case study and open-ended assessment format (post COVID-19 restrictions). Findings: Grades were found to be affected by the participants' year of study, the type of marketing course, in which they were examined, and the teaching and assessment format employed. Either in whole or by gender, students appear to perform significantly worse in the traditional teaching with in-person case study and open-ended questions assessment format. Practical implications: Good pedagogical practice in the use of digital technology is advised to incorporate diverse teaching tools and assessment methods. Originality/value: Examination of the concurrent effects of teaching and assessment on academic performance unveils significant variation in students' academic performance under different formats, which may be attributable to multiple reasons.
Descriptors: Marketing, State Universities, COVID-19, Pandemics, Online Courses, Multiple Choice Tests, Foreign Countries, Academic Achievement, Teaching Methods, Employment Potential, Undergraduate Students, Communications, Predictor Variables, Gender Differences, Technology Uses in Education, Test Format, Grades (Scholastic), Student Evaluation
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Greece
Grant or Contract Numbers: N/A
Author Affiliations: N/A