Non-traditional vs. Traditional Academic Delivery Systems [electronic resource] : Comparing ETS Scores for Undergraduate Students in Business Programs, 1996-1999. AIR 1999 Annual Forum Paper / Peter M. Jonas and Don Weimer.
This two-year study involving five colleges and universities compared the academic achievement, as measured by the Educational Testing Service (ETS) Major Field Achievement Test (MFAT) in Business of students in traditional undergraduate programs and those in non-traditional accelerated adult degree...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1999.
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| Subjects: |
MARC
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| 100 | 1 | |a Jonas, Peter M. | |
| 245 | 1 | 0 | |a Non-traditional vs. Traditional Academic Delivery Systems |h [electronic resource] : |b Comparing ETS Scores for Undergraduate Students in Business Programs, 1996-1999. AIR 1999 Annual Forum Paper / |c Peter M. Jonas and Don Weimer. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1999. | ||
| 300 | |a 23 p. | ||
| 500 | |a ERIC Document Number: ED433751. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Forum of the Association for Institutional Research (39th, Seattle, WA, May 30-June 3, 1999). |5 ericd. | ||
| 520 | |a This two-year study involving five colleges and universities compared the academic achievement, as measured by the Educational Testing Service (ETS) Major Field Achievement Test (MFAT) in Business of students in traditional undergraduate programs and those in non-traditional accelerated adult degree programs. The study also compared the subjects' test results with national norms and analyzed the relationship of the MFAT and grades in traditional and non-traditional business programs. In Phase 1, 122 traditional undergraduate students and 209 non-traditional students took the pre-assessment ETS MFAT and 81 students completed the post-assessment MFAT. Undergraduate non-traditional students averaged slightly higher on the ETS MFAT pre-assessment than did traditional undergraduate students. During Phase 2, 173 of the students who took the ETS test originally re-took it after completing their major courses. This study compared matched pairs of traditional/non-traditional students and also found that non-traditional students scored higher on the post-assessment than did traditional students. Results indicate that students in non-traditional accelerated business programs score as well, if not better, than traditional students in business programs at the same institutions. (Contains 19 references.) (DB) | ||
| 650 | 1 | 7 | |a Academic Achievement. |2 ericd. |
| 650 | 1 | 7 | |a Business Administration Education. |2 ericd. |
| 650 | 0 | 7 | |a College Outcomes Assessment. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 0 | 7 | |a Majors (Students) |2 ericd. |
| 650 | 1 | 7 | |a Nontraditional Education. |2 ericd. |
| 650 | 0 | 7 | |a Nontraditional Students. |2 ericd. |
| 650 | 0 | 7 | |a Program Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Undergraduate Students. |2 ericd. |
| 650 | 0 | 7 | |a Undergraduate Study. |2 ericd. |
| 700 | 1 | |a Weimer, Don. | |
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