Article: Empirical evidence of faculty and institutional factors that affect student performance Journal: International Journal of Management in Education (IJMIE) 2021 Vol.15 No.5 pp.397 - 415 Abstract: This paper investigates trends in higher education for their impact on student performance. Studies focusing on these areas have received much attention in the literature. As homework management systems have become popular, they have been scrutinised, with mixed results. Active learning strategies have consistently reported positive outcomes. Concurrently, institutions have been utilising contingent instructors more often, primarily for budgetary reasons. This shift in staffing has influenced the level of education and years of teaching experience of instructors, which has altered the tenure status of professors. This study explores these topics for their impact on student performance using assessment data. The findings indicate that the use of homework management systems had a statistically significant negative relationship, while active learning strategies revealed a statistically positive impact. Also, instructor level of education was insignificant, while the years of teaching experience was significant, but negative. Finally, tenure status was positively significant on student performance. Inderscience Publishers - linking academia, business and industry through research

Title: Empirical evidence of faculty and institutional factors that affect student performance

Authors: Donna Whitten; Tantatape Brahmasrene; Carmen E. Macharaschwili

Addresses: College of Business, Purdue University Northwest, Westville, Indiana 46391, USA ' College of Business, Purdue University Northwest, Westville, Indiana 46391, USA ' Association of College and University Educators, Potchefstroom 2520, South Africa

Abstract: This paper investigates trends in higher education for their impact on student performance. Studies focusing on these areas have received much attention in the literature. As homework management systems have become popular, they have been scrutinised, with mixed results. Active learning strategies have consistently reported positive outcomes. Concurrently, institutions have been utilising contingent instructors more often, primarily for budgetary reasons. This shift in staffing has influenced the level of education and years of teaching experience of instructors, which has altered the tenure status of professors. This study explores these topics for their impact on student performance using assessment data. The findings indicate that the use of homework management systems had a statistically significant negative relationship, while active learning strategies revealed a statistically positive impact. Also, instructor level of education was insignificant, while the years of teaching experience was significant, but negative. Finally, tenure status was positively significant on student performance.

Keywords: assessment; student performance; homework management systems; active learning strategies; contingent instructors; years of teaching experience; education; tenure; teaching experience; institutional factors.

DOI: 10.1504/IJMIE.2021.117586

International Journal of Management in Education, 2021 Vol.15 No.5, pp.397 - 415

Received: 20 Jul 2020
Accepted: 22 Sep 2020
Published online: 14 Sep 2021 *

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Title: Empirical evidence of faculty and institutional factors that affect student performance

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