Effects of Using Thinking Routines on the Academic Results of Business Students at a Chilean Tertiary Education Institution.
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| Title: | Effects of Using Thinking Routines on the Academic Results of Business Students at a Chilean Tertiary Education Institution. |
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| Authors: | Sepulveda Larraguibel, Yerko1 (AUTHOR) yerko.sepulveda.education@gmail.com, Venegas‐Muggli, Juan I.2 (AUTHOR) jvenegasm@inacap.cl |
| Source: | Decision Sciences Journal of Innovative Education. Oct2019, Vol. 17 Issue 4, p405-417. 13p. 5 Charts. |
| Subject Terms: | *Postsecondary education, *Business students, *Propensity score matching, *Interactive learning, *Universities & colleges |
| Abstract: | The present study investigates the effects of using thinking routines to promote interactive learning environments on the academic results of tertiary education students enrolled in the Cost and Budgeting course at a Chilean higher education institution during 2016. Using the quasi‐experimental methodologies Propensity Score Matching and Differences in Differences, student grade averages and exam grade averages were compared using information from both the year this initiative was implemented (2016) and the previous year (2015) to control for preexisting differences between the comparison groups. The results show that students taught using thinking routines obtain better academic results than their counterparts taught using traditional methods. [ABSTRACT FROM AUTHOR] |
| Copyright of Decision Sciences Journal of Innovative Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | The present study investigates the effects of using thinking routines to promote interactive learning environments on the academic results of tertiary education students enrolled in the Cost and Budgeting course at a Chilean higher education institution during 2016. Using the quasi‐experimental methodologies Propensity Score Matching and Differences in Differences, student grade averages and exam grade averages were compared using information from both the year this initiative was implemented (2016) and the previous year (2015) to control for preexisting differences between the comparison groups. The results show that students taught using thinking routines obtain better academic results than their counterparts taught using traditional methods. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15404595 |
| DOI: | 10.1111/dsji.12191 |
