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The Impact of Educators’ Characteristics and Class Size on Students’ Academic Performance

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  • Fadi Shehab Shiyyab
  • Hashem Abed Allah Alshurafat
  • Omar Shaher Arabiat
  • Sawsan Ismail

Abstract

This study investigates how the characteristics of accounting educators and class size affect the academic performance of accounting students. Two measures, namely the class average and the percentage of successful students, are used as proxies for academic performance. The study uses various methods and proxies to measure the independent variables, including educators' characteristics and class size, which increases the reliability and strength of the findings. Regression analysis is applied to examine the relationship between the variables under investigation. The results regarding teaching experience confirm previous research, suggesting that high teaching experience enhances students' academic performance. Moreover, the study finds that larger class sizes have a positive effect on academic performance, possibly owing to increased opportunities for collaboration and peer-to-peer tutoring. The study also examines the effect of gender on class average and finds no significant association. Additionally, the course coordinator variable shows a positive and significant impact on students' average grade, indicating that certain course coordinators contribute to higher academic achievement through effective teaching and student engagement. This research has significant implications for education, accounting, and policy. Educators can improve their teaching approaches, and curriculum developers can align programs with student needs. Policymakers can create evidence-based policies, and institutions can develop targeted support systems for students.

Suggested Citation

  • Fadi Shehab Shiyyab & Hashem Abed Allah Alshurafat & Omar Shaher Arabiat & Sawsan Ismail, 2024. "The Impact of Educators’ Characteristics and Class Size on Students’ Academic Performance," Academic Journal of Interdisciplinary Studies, Richtmann Publishing Ltd, vol. 13, January.
    • Handle: RePEc:bjz:ajisjr:2528
    DOI: https://doi.org/10.36941/ajis-2024-0017
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    References listed on IDEAS

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    2. Ryan Bosworth, 2014. "Class size, class composition, and the distribution of student achievement," Education Economics, Taylor & Francis Journals, vol. 22(2), pages 141-165, April.
    3. Friederike Mengel & Jan Sauermann & Ulf Zölitz, 2019. "Gender Bias in Teaching Evaluations," Journal of the European Economic Association, European Economic Association, vol. 17(2), pages 535-566.
    4. Ryan Bosworth, 2014. "Class size, class composition, and the distribution of student achievement," Education Economics, Taylor & Francis Journals, vol. 22(2), pages 141-165, April.
    5. Jonah E. Rockoff, 2004. "The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data," American Economic Review, American Economic Association, vol. 94(2), pages 247-252, May.
    6. Melvin Borland & Roy Howsen & Michelle Trawick, 2005. "An investigation of the effect of class size on student academic achievement," Education Economics, Taylor & Francis Journals, vol. 13(1), pages 73-83.
    7. Trine Filges & Christoffer Scavenius Sonne‐Schmidt & Bjørn Christian Viinholt Nielsen, 2018. "Small class sizes for improving student achievement in primary and secondary schools: a systematic review," Campbell Systematic Reviews, John Wiley & Sons, vol. 14(1), pages 1-107.
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    9. Boring, Anne, 2017. "Gender biases in student evaluations of teaching," Journal of Public Economics, Elsevier, vol. 145(C), pages 27-41.
    10. Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor, 2010. "Teacher Credentials and Student Achievement in High School: A Cross-Subject Analysis with Student Fixed Effects," Journal of Human Resources, University of Wisconsin Press, vol. 45(3).
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