DETERMINANTS OF STUDENT’S LEARNING: CASE STUDY IN MACROECONOMICS

DETERMINANTS OF STUDENT’S LEARNING

UNIYERSITY OF ECONOMICS INSTITUTE OF SOCIAL STUDIES HO CHI MINH CITY – VIETNAM THE HAGUE — THE NETHERLANDS

 

DETERMINANTS OF STUDENT’S LEARNING: CASE STUDY IN MACROECONOMICS

 

MASTER OF ARTS IN DEVELOPMENT ECONOMICS

 

HO CHI MINH CITY, NOVEMBER 2009

 

 

DETERMINANTS OF STUDENT’S LEARNING

 

TABLE OF CONTENTS

CERTIFICATION. i
ACKNOWLEDGEMENT ii
ABSTRACT. iii
T LEOFCONTENTS iv
LIST OF TABLES vii
LISTOFF GUES vii

Chapter 1: Introduction 1

/. 1 Problem statement 1
/. 2 Research Objectives. 3
/.3 Research questions 4
1.4. Research methodology. 4
/.I Delimitation 4
/. d Thesis structure.’ 5
2. / Definitions…………………………………………………………………………………………. d
2.2 Theoretical backgrounds 6
2.2. / Sfiizfenf learning. 10
2.2.2 Aptitude 11
2.2.3 E orts 12
2.2. 4 Attimde 12
2.3 Empirical studies 13
2. 4 Chapter remarks: 18

Chapter 3: Research Methodology. 19

3.1 Independent variables  ………………………………..,. 19
3.2 Descriptive analysis. 22
3.3 Empirical research model. 22
3.4 Sampling process 23
3.5 Research context 24
3.6 Chapter remarks: 28

Chapter 4: Research findings 29

4./ Sample description. 29
4.2 Gender 29
4.3 Location 30
4.4 Attitude and efforts toward macFoéconomics 32
4.5 Reliability analysis. 34
4.6 Factor analysis 35
4.7 7 Determinants influence macroeconomics seer 37

Chapter 5: Conclusions, Policy recommendation and limitations. 41

ABBREVIATIONS

– ACT: American College Testing
– ATE: Attitude Toward Economics
– GPA: Grade Point Average
– MOET: Ministry of Education and Training
– NUEE: National University Entrance Examination
– OLS: Ordinary Least Squares
– SAT: Scholastic Aptitude Test
– SEA: Survey Economic Attitude
– TSLS: Two-Stage Least Squares
– UTSS: Undergraduate Training and Student Services
– WTO: World Trade Organization

LIST OF TABLES

Table 4.1: Gender and Average of Macroeconomics score
Table 4.3: Descriptive analysis of location and average macroeconomics score

Table 4.4: ANOVA analysis the difference between groups of location
Table 4.5: Test of Homogeneity of Variances among locations
Table 4.6: Tamhane test for the specific differences between groups of location

Table 4.7: Attitude toward macroeconomics before studying

LIST OF FIRGUES

Figure 2.1: Circular flow of influence from attitude through intention to performance as a feedback influence on attitude
Figure 2.2: Conceptual framework

 

Chapter I: Introduction

1.1 Problem statement

The economic development in Vietnam was very impressive during the 1990 decade.  Although there have been some controversies about the progression as well as the fall while some renovations were deployed during last more than 10 years, nowadays, many (domestic and oversea) professors pay attention to a vast and complete educational renovation again, especially when Vietnam has accessed to WTO since 2006.

Then, a high proportion of high school pupils apply to universities which are major in economics. So are in-service students. The number of students enrolled in universities major in economics and business administration has been always higher than other disciplines recently. Another example is about the higher demand in field of finance and banking after stock market was established in Vietnam since 2001, lead to a number of faculties and universities focus in this field has grown while people are in doubt about their quality.

1.2 Research Objectives

The main objectives are: To find out which determinants that influence students’ performance in studying macroeconomics.

1.3 Research questionsTo determine the relationship 

Finding out determinants and theirs relationships to outcome of studying macroeconomics in order to answer the following questions
– Question 1: Does aptitude of an UEH student have an effect on the performance of studying macroeconomics?
– Question 2: Does attitude toward economics have an effect on the achievement of studying macroeconomics?
– Question 3: Does efforts in studying economics have an effect on the achievement of studying macroeconomics?

1.4. Research methodology

Firstly, a descriptive analysis focus on the relationships between personal characteristics such as gender, location to their achievement in economics was made to obtain a general view about UEH students. Secondly, a qualitative study was deployed to explore potential factors which may effects on studying macroeconomics. Finally, an Exploratory Factor Analysis was used to test reliability and validity along with simultaneous regression and TSLS method to measure the relationships between outcome of studying macroeconomics and determinants identified. The Microsoft Excel and SPSS software are main useful tools to process the data for the precise factor analysis as well as regression.

1.5 Delimitation

Some information are archived at the office of undergraduate training, others are self-evaluations from a paper of questionnaire.

1.6 Thesis structure

This thesis has 5 chapters, starting with an introduction about Problem statement, Research objectives, Research questions, Research methodology, and its delimitation. The second chapter presents the literature review on theory and conceptual framework, empirical studies that serve as the background for hypothesis development. The third chapter is about the methodology consisting of research design, concept measurement and data collection. The chapter 4 reports the result of data analysis before the chapter 5 which summarizes all about the research results and its recommendations.

 

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