FACTORS IMPACTING STUDENT SUCCESS IN INTRODUCTORY ECONOMICS COURSES

Abstract

The study seeks to determine the impact of various individual and academic characteristics on grades earned in introductory economics courses. Students enrolled in these courses in a regional state university during 2015-16 were asked questions on topics such as the number of hours they work per week, whether or not they live on campus, their marital status, the educational background of their parents, involvement in various campus activities, the utilization of various campus services such as tutoring andadvising, and their sources of funding for college. These data were then matched with registration and academic data available from the university for each of these students. The regression results show that high school (or college) GPA, standardized test scores, participation in an honors program, earned credit hours, and the use of own family funds or access to student loans were positively associated with academic performance. On the other hand, academic performance in introductory economics was negatively impacted by participation in the campus music and theater program and by taking classes in the afternoon or evening time slots. The results also show significant instructor effects on academic performance.