 Impact of Preferences, Curriculum, and Learning Strategies on Academic SuccessManuchehr Irandoust and Niklas Karlsson Education Economics, 2002, vol. 10, issue 1, 41-48 Abstract: This paper attempts to examine a few factors characterizing preferences, curriculum, and learning strategies that influence academic success and failure. On the basis of a proportional odds model, our findings reveal that good performance by the student depends on: (i) the time spent on physical training, (ii) the subjects chosen at high school, and (iii) the study of previously given examinations as a learning strategy. The results do not support the contention that the average score at high school, preparation by reading course literature prior to lectures, and time spent studying are important variables with regard to academic achievement. Our results suggest three policy implications: (i) to encourage students to engage in some kind of physical training, (ii) to guide students regarding how they should use the previously given examinations, and (iii) to require that students do course-work on the mathematics of economics. Date: 2002 Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:taf:edecon:v:10:y:2002:i:1:p:41-48 Ordering information: This journal article can be ordered from DOI: 10.1080/09645290110110191 Access Statistics for this article Education Economics is currently edited by Caren Wareing and Steve Bradley More articles in Education Economics from Taylor & Francis Journals |
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