View in EDS HTML Full Text PDF Full Text

Cognitive Learning Strategy as a Partial Effect on Major Field Test in Business Results.

Saved in:
Bibliographic Details
Title: Cognitive Learning Strategy as a Partial Effect on Major Field Test in Business Results.
Authors: Strang, Kenneth David1 (AUTHOR) kenneth.strang@gmail.com
Source: Journal of Education for Business. 2014, Vol. 89 Issue 3, p142-148. 7p.
Subject Terms: *Cognitive learning, *Learning strategies, *Business education, *College students, *Exit examinations, *Cognitive training
Geographic Terms: United States
Abstract: An experiment was developed to determine if cognitive learning strategies improved standardized university business exam results. Previous studies revealed that factors such as prior ability, age, gender, and culture predicted a student's Major Field Test in Business (MFTB) score better than course content. The experiment control consisted of identical syllabi and faculty (except for the treatment). The analysis of covariance results were statistically significant (n = 134) with a 40% effect size (and a 74% effect size using multiple regression). The study demonstrated that cognitive learning strategies (accounting for gender and course level grade point average) can influence a student's MFTB exam score. An analysis of covariance can be used to accurately measure student learning gain regardless of prior ability. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Education for Business is the property of Taylor & Francis Ltd 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
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 94795874
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Cognitive Learning Strategy as a Partial Effect on Major Field Test in Business Results.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Strang%2C+Kenneth+David%22">Strang, Kenneth David</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> kenneth.strang@gmail.com</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Education+for+Business%22">Journal of Education for Business</searchLink>. 2014, Vol. 89 Issue 3, p142-148. 7p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Cognitive+learning%22">Cognitive learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Business+education%22">Business education</searchLink><br />*<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br />*<searchLink fieldCode="DE" term="%22Exit+examinations%22">Exit examinations</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+training%22">Cognitive training</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: An experiment was developed to determine if cognitive learning strategies improved standardized university business exam results. Previous studies revealed that factors such as prior ability, age, gender, and culture predicted a student's Major Field Test in Business (MFTB) score better than course content. The experiment control consisted of identical syllabi and faculty (except for the treatment). The analysis of covariance results were statistically significant (n = 134) with a 40% effect size (and a 74% effect size using multiple regression). The study demonstrated that cognitive learning strategies (accounting for gender and course level grade point average) can influence a student's MFTB exam score. An analysis of covariance can be used to accurately measure student learning gain regardless of prior ability. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Education for Business is the property of Taylor & Francis Ltd 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.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=94795874
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/08832323.2013.781988
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 7
        StartPage: 142
    Subjects:
      – SubjectFull: Cognitive learning
        Type: general
      – SubjectFull: Learning strategies
        Type: general
      – SubjectFull: Business education
        Type: general
      – SubjectFull: College students
        Type: general
      – SubjectFull: Exit examinations
        Type: general
      – SubjectFull: Cognitive training
        Type: general
      – SubjectFull: United States
        Type: general
    Titles:
      – TitleFull: Cognitive Learning Strategy as a Partial Effect on Major Field Test in Business Results.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Strang, Kenneth David
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Text: 2014
              Type: published
              Y: 2014
          Identifiers:
            – Type: issn-print
              Value: 08832323
          Numbering:
            – Type: volume
              Value: 89
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Journal of Education for Business
              Type: main
ResultId 1