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Does Student Proactivity Guarantee Positive Academic Results?

1
Departamento de Análisis Económico y Economía Política, Universidad de Sevilla, 41.018 Seville, Spain
2
Universidad Autónoma de Chile, Santiago 7500912, Chile
*
Author to whom correspondence should be addressed.
Educ. Sci. 2018, 8(2), 62; https://doi.org/10.3390/educsci8020062
Received: 14 February 2018 / Revised: 3 April 2018 / Accepted: 19 April 2018 / Published: 26 April 2018
This paper analyzes the impact of students’ proactivity on academic performance based on a sample from students enrolled in an introductory course of Political Economy at the University of Seville (Spain) in three consecutive courses (2014–2015, 2015–2016 and 2016–2017). Proactivity is measured by several indicators, such as class attendance, case-study oral presentation and its delivery in a foreign language, all of them being non-mandatory activities for students who have participated in the experiment. Specifically, this study aims to assess the impact of a student’s proactivity on two academic outcomes: (i) to pass or fail the exam; and (ii) the score obtained. Impact assessment has been performed using a probit and ordered multinomial logit models. The results show that a student’s proactivity measured by class attendance and case-study presentation significantly increases the probability of passing the exam, while the impact of using a foreign language seems to be non-significant. In relation to the score obtained, the proactivity measured through the case presentation raises the probability of obtaining a higher mark more than regular class attendance. View Full-Text
Keywords: student proactivity; class attendance; academic performance student proactivity; class attendance; academic performance
MDPI and ACS Style

Cansino, J.M.; Román, R.; Expósito, A. Does Student Proactivity Guarantee Positive Academic Results? Educ. Sci. 2018, 8, 62.

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