engleski

The determinants of business students' achievement and perceived learning-outcomes

Nowadays, expectation to prepare students for the world of work forced universities to change toward outcome-based teaching and learning. The attainment of expected outcomes depends on interactive effects of students’ attributes and learning activities that teachers design in order to lead students to achieve the desired outcomes. Since the employability of the graduate students is emphasised, the outcomes include domain- related knowledge and skills, but also more transferable skills such as communication and team working skills. A study with first- and second-year business students was conducted in order to examine the effects of students’ previous knowledge, interest, and approach to learning, as well as the quality of teacher standards and formative feedback on attaining different learning-outcomes. A self-report questionnaire was used to gather the data. The obtained results showed that the course overall achievement indicated by course grade was determined by students’ previous knowledge, interest, organisation of learning, and deep learning processing. All perceived learning- outcomes were predicted by students’ interest and teacher formative feedback. Additionally, domain- related knowledge was predicted by students’ organization of learning, while problem-solving skills were predicted by previous knowledge.

perceived learning-outcomes ; students' achievement ; previous knowledge ; interest ; approach to learning ; teacher formative feedback

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