Students’ Performance with the Introduction of the Bologna Process: An Approach Via Quantile Regression

Ana Fernández-Sainz (), Jose Domingo García-Merino () and Sara Urionabarrenetxea-Zabalandikoetxea ()
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Ana Fernández-Sainz: Universidad del País Vasco/Euskal Herriko Unibertsitatea
Jose Domingo García-Merino: Universidad del País Vasco/Euskal Herriko Unibertsitatea
Sara Urionabarrenetxea-Zabalandikoetxea: Universidad del País Vasco/Euskal Herriko Unibertsitatea

Chapter Chapter 8 in Innovation and Teaching Technologies, 2014, pp 75-85 from Springer

Abstract: Abstract This paper seeks to determine whether the introduction of new degrees under the European Higher Education Area has brought about any improvement in students’ performance, based on an extended concept of performance and an analysis of the core values and distribution tails, i.e. distinguishing between the improvements achieved by excellent students and by average students. Quantile regression analysis is combined with a least squeres ordinaries (OLS) approach to estimate students’ performance. This method is able to capture the extreme behaviour at both tails of students’ performance distribution. An empirical study is conducted on students’ grades in the subject Business Management: Introduction at the University of the Basque Country (Spain). Our principal finding is that although OLS estimation indicates that there is no significant improvement in students’ performance, the results for quantile regression show that in the 25 % quantile final grades increase significantly, while in the extreme deciles (95 %) their performance decrease.

Keywords: Quantile Regression; Final Exam; Final Grade; Continuous Assessment; Quantile Regression Model (search for similar items in EconPapers)
Date: 2014
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Persistent link: https://EconPapers.repec.org/RePEc:spr:sprchp:978-3-319-04825-3_8

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DOI: 10.1007/978-3-319-04825-3_8

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