Browsing by Subject "Class attendance"

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    Open Access
    Evaluación continua de conocimientos vs de competencias: Resultados de la aplicación de dos métodos valorativos diferentes
    (Universidad de Murcia. Servicio de Publicaciones, 2010-07-01) Calvo Bernardino, Antonio; Mingorance Arnáiz, Cristina
    The aim of this article is to compare the effects of changes in the teaching methodology and in the assessment system on overall student performance evaluations. The previous assessment system was a continuous assessment and the new method applied is a formative method in competences, which is closer to a formative process. Thus, based on the experience and results of the past seven years in the subject of Financial Systems, a fourth-year subject in the Economics and Business Administration degree program, we get to the conclusion that the closer assessment systems are, the more similar student results (marks) become. Besides, the pass mark (mark between 5 – 6.5 over 10) is the most frequent grade in the competences assessment system and, at the same time, class attendance becomes more necessary to pass the subject in this assessment system. Finally, we have observed that students are more pleased when teaching methodology assesses competences and not only knowledge.
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    Open Access
    The effect of online class attendance on academic performance in finance education
    (Elsevier, 2024-07) Martínez Serna, María Isabel; Baixauli Soler, Juan Samuel; Belda Ruiz, María; Yagüe, José; Organización de Empresas y Finanzas; Facultades, Departamentos, Servicios y Escuelas::Departamentos de la UMU::Organización de Empresas y Finanzas
    This study presents new evidence on how attending class –particularly synchronous virtual lessons– affects academic performance in higher education. We analyse data from over 500 undergraduate students enrolled in four finance courses at the University of Murcia, a Spanish public university where attendance is non-mandatory. After controlling for the student’s previous admission grade, academic experience, and demographic factors, the results show that online class attendance significantly increases the likelihood of taking the exam and improves the success rate as well as the final grades. Moreover, when the analysis distinguishes between attending lectures and practical lessons, there is a similar (positive) effect on student performance.