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MAKING THE GRADE THROUGH CLASS EFFORT ALONE

MAKING THE GRADE THROUGH CLASS EFFORT ALONE 1 The Value of Class Effort in Grade Determination Can the amount of effort exerted in the classroom be an effective criteria used to evaluate student performance? Does the perceived performance of those around us affect our individual effort in the classroom? This paper examines these two questions and uses the framework of public choice theory to explain why effort sometimes is a poor predictor of academic performance. The literature on the impact of effort on academic performance is surprisingly scarce for higher education. Two studies (Schuman et a1 1985 and Michaels and Miethe 1989) used a random sample of 424 and 676 undergraduates respectively. The Schuman et a1 (1985) study' used hours studied under different time frames as a gauge of effort while the Michaels and Miethe (1989) 1 stud# used quantitative and qualitative measures to gauge effort. The Schuman et a (1985) study found no relationship between hours studied and grades, while the Michaels and Miethe (1989) study only found a positive relationship for freshmen and sophomores. Few studies seem to focus on the role that class effort plays in determining academic performance. While in the field of educational psychology, empirical studies of primary and secondary http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Economic Papers: A Journal of Applied Economics and Policy Wiley

MAKING THE GRADE THROUGH CLASS EFFORT ALONE

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References (13)

Publisher
Wiley
Copyright
2003 The Economic Society of Australia
ISSN
0812-0439
eISSN
1759-3441
DOI
10.1111/j.1759-3441.2003.tb00343.x
Publisher site
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Abstract

1 The Value of Class Effort in Grade Determination Can the amount of effort exerted in the classroom be an effective criteria used to evaluate student performance? Does the perceived performance of those around us affect our individual effort in the classroom? This paper examines these two questions and uses the framework of public choice theory to explain why effort sometimes is a poor predictor of academic performance. The literature on the impact of effort on academic performance is surprisingly scarce for higher education. Two studies (Schuman et a1 1985 and Michaels and Miethe 1989) used a random sample of 424 and 676 undergraduates respectively. The Schuman et a1 (1985) study' used hours studied under different time frames as a gauge of effort while the Michaels and Miethe (1989) 1 stud# used quantitative and qualitative measures to gauge effort. The Schuman et a (1985) study found no relationship between hours studied and grades, while the Michaels and Miethe (1989) study only found a positive relationship for freshmen and sophomores. Few studies seem to focus on the role that class effort plays in determining academic performance. While in the field of educational psychology, empirical studies of primary and secondary

Journal

Economic Papers: A Journal of Applied Economics and Policy – Wiley

Published: Jun 1, 2003

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