STUDENTS' IMPRESSIONS, EXPECTATIONS, AND ACHIEVEMENTS IN BUSINESS STATISTICS: THE PYGMALION EFFECT

1

STUDENTSrsquo IMPRESSIONS EXPECTATIONS AND ACHIEVEMENTS IN BUSINESS

STATISTICS THE PYGMALION EFFECT

Sherwin B Ragos1

Abstract

This study examines the studentsrsquo impressions expectations and

achievements in Business Statistics It revisits self-fulfilling prophecy which is the

Pygmalion effect by relating impressions and expectations to achievements It

involves 121 students enrolled in Business Statistics course The students were

asked about their impressions and expectations in Business Statistics course

characteristics interestingness enjoyability usefulness and difficulty Based on

the findings interestingness enjoyability and usefulness have weak Pygmalion

effect or self-fulfilling prophecy to achievements in the three grading periods

Difficulty however has a strong self-fulfilling prophecy to achievements in the

final grading period The achievements of the students in Business Statistics

course show consistency with their performance Initial impression expectations

for midterms and finals post-course impressions and achievements have an

inter-correlation from very small to very high The findings of the study imply that

the impressions and expectations can be a self-fulfilling prophecy to the studentsrsquo

achievement It is hoped that the findings of this study will have practical

implications for the instructors researchers students and parents to fully

understand the Pygmalion effect or self-fulfilling prophecy to an individual to

help transform hisher behavior in ways that confirm to hisher initial

expectations that will serve as a basis in the attainment of success

Keywords Pygmalion effect achievements impressions expectations

Introduction

A broad range of studies have been conducted in the business disciplines that examine

factors relating to student performance and achievement There are studies that documented gender-specific learning differences in science mathematics statistics finance and economics In the majority of these disciplines female students generally perform less well than their male counterparts While this pattern have been consistently documented in economics such results is less evident in statistics According to Park and Kerr (as cited in Rochelle 2007) found GPA and ACT score to be the most important determinants of success in a Money and Banking Course Class attendance and a studentlsquos perceived value were found to be of lesser importance

There are also several studies that covered on the impacts of mathematics skills and topics on student performance and achievement in Business Statistics However no articles were uncovered dealing with performance in Business Statistics course on the Philippines context

As the mandated by the Philippine Commission on Higher Education CMO 3 series of 2007 and CMO 30 series of 2006 undergraduate business accountancy and hotel and restaurant management students are commonly required to complete a course in Business Statistics as part of their degree program Business statistics emphasizes application requiring the student to

2

analyze a business problem determine the appropriate statistical test and weigh the risks of each alternative These are not necessarily the same skills needed in other business disciplines Before a student enrolls in Business Statistics she is required to take one or more courses both in mathematics and statistics to provide necessary mathematical foundations for statistics However despite the prerequisite math courses many students do poorly in their business and economic statistics (become business statistics) course (Norris and Hudson as cited in Green etal 2009) According to Rochelle amp Dotterweich (2007) Business Statistics courses can be quite challenging for many students particularly those entering college with weak quantitative and critical thinking skills They further argued that students view these required quantitative and critical thinking courses as difficult and major hurdle to overcome and many enter Business statistics with anxiety and even fear According to Green (2009) Business statistics was allegedly the most hated and most unpopular course in the business program because of poor student performance due to statistics anxiety inadequate statistics instruction and inadequate math preparation before matriculation and inadequate math prerequisites prior to taking the statistics course

This paper explores the Pygmalion effect or self-fulfilling prophecy to studentslsquo impression expectations and achievement in Business Statistics class Specifically it sought to determine the studentslsquo impressions expectations and achievements in Business Statistics Class based on the Pygmalion effect or self fulfilling prophecy with regards to their personal profile (sex source of income and socio-economic status) and academic profile (course schedule academic achievement Grade in Algebra and Grade in Math of Investment) This paper also sought to determine the studentslsquo impressions and expectations on the characteristics of the course Business Statistics which focus on interestingness enjoyability usefulness and difficulty The correlation between and among impressions expectations and achievements of students in Business Statistics and the correlation of the same and their profile were also ascertained The main argument of this paper impressions and expectations can be a self-fulfilling prophecy to student achievement in Business Statistics

Several studies have previously examined the impacts of mathematics skills and topics on student performance in Business Statistics (Green 2009) However no study was ever conducted on the Pygmalion effect or self-fulfilling prophecy to student achievement or performance in Business Statistics in the Philippine context This paper only explores the studentslsquo impression expectations and achievements in Business Statistics class The teacher competence teacher characteristics the classroom environment and the materials used were taken as one dimension to characterize the Business Statistics class as interesting enjoyable useful and difficult The author believes that a studentlsquos impression and expectation will lead to achievement in a course particularly in Business Statistics

The Pygmalion Effect or Self Fulfilling Prophecy An Overview

Research shows that people make assumptions about onelsquos credibility professionalism

and sincerity within a few seconds of meeting a person for the first time The way a person

present himself--dress body language attitude behaviormdashall impact on how others perceive

himher (Kirk 2010) According to Bernieri (as cited in Kirk 2010) if your students think the

class will be interesting and useful and that you are a credible professor on the first day they will

tend to think that throughout the semester Bernieri found out in his experiment that he

conducted at Oregon State University where he discussed his syllabus the first day of class and

then had the students filled out a teaching evaluation form At the end of the semester they

completed the same form He found the rating the students gave him at the end of the semester

was essentially the same as that given the first day (Kirk 2010) The finding of Ambady (as

cited in Kirk 2010) concurs with Bernieri She conducted a study at Tufts University where she

showed students a ten second video of professors they had never met Their ratings of the

3

professors in the videos were the same as those given by students who had had the professors in

class for several months In addition the studentslsquo first impression of whether the professor was

an effective teacher predicted how well the students themselves performed on tests

The Pygmalion effect refers to situations in which students perform better than other

students simply because they are expected to do so The expectations you direct towards a

person event or even yourself will eventually come true This Pygmalion effect theory has

transcended to become a key instrument of learning for managers and supervisors in the business

world (Livingston as cited in Grasso 2007) According to Grasso (2007) the way managers treat

their subordinates is subtly influence by what they expect of them The Pygmalion Effect can

either elevate a workers productivity or entirely undermine it For instance workers who receive

continuous verbal praise for their efforts while being supported by non-verbal means will aspire

and ascend to even more productivity In contrast if a worker receives less praise or even

communication from management than their peers or co-workers although nothing is being

conveyed verbally the worker feels as though they are underappreciated and will see a lapse or

decrease in productivity This is also in congruent to learning in the classroom setting If a

studentlsquos expectations have been set even one of the false conceptions they will act in certain

ways that are consisted with that expectation causing the results of the expectation to become

true

According to Machaalani (2005) the Pygmalion effect has come to mean ―you get what

you expect He states further that the main idea concerning the Pygmalion effect is that if you

believe that someone is capable of achieving greatness then that person will indeed achieve

greatness In other words believing in potential is simply creates potential The Pygmalion

effect is a form of self-fulfilling prophecy and in this respect people with poor expectations

internalize their negative label and those with positive labels succeed accordingly

According James Rhem (as cited in youlki22 A learners diary 2011) executive editor

for the online National Teaching and Learning Forum commented

When teachers expect students to do well and show intellectual growth they do

when teachers do not have such expectations performance and growth are not so

encouraged and may in fact be discouraged in a variety of ways

In this study the Pygmalion effect or self-fulfilling prophecy predicts that student beliefs

about Business Statistics class will transform their behaviors in ways that confirm to their initial

expectations According to Brophy and Jussim (as cited in Sarrazin et al 2002) Pygmalion

effect or the self-fulfilling prophecy has been widely explored in classroom settings As applied

in the classroom there is a correlation between teacherslsquo expectations and studentslsquo achievement

(Schugurensky 1968) Some researchers point to a Pygmalion Effect wherein professors

unknowingly communicate different performance expectations to male and female students

which students then fulfill (Buck 1985 Jones and Dindia 2004 as cited in Haley Johnson and

Kuennen 2007) The Pygmalion effect or self-fulfilling prophecy concurs with the constructivist learning

theory the expectancy-value theory and the goal theory The constructivist learning theory which

states that learning is an active process of creating meaning from different experiences In other

words students will learn best by trying to make sense of something on their own with the

teacher as a guide to help them along the way According to the ―expectancy-value theory a

4

learnerlsquos motivation is determined by how much they value the goal and whether they expect to

succeed The motivation is given by the following formula (see figure 1)

Value and expectancy are said to multiply not add (Feather as cited in

teachertoolboxcom (2011)) This means that if a student gives their course an expectancylsquo

score of zero then motivation is zero however large the valuelsquo score Similarly motivation is

zero if they score valuelsquo as zero however high their expectancylsquo score In the expectancy-value

theory the behavior is a function of the expectancies one has and the value of the goal toward

which one is working Such approach predicts that when more than one behavior is possible

the behavior chosen will be the one with the largest combination of expected success and value

According to Geiger et al (as cited in Campbell 2003) present strong evidence

suggesting students from different nations are motivated differently and weight differently the

expectancy of success when deciding to exert academic effort There is a link between National

culture and student motivation Hofstede (as cited in Campbell 2003) observed As almost

everyone belongs to a number of different groups and categories of people at the same time

people unavoidably carry several layers of mental programming within themselves

corresponding to different levels of culture At one level is the national culture but lower levels

of culture also exist including a regional andor ethnic andor religious level a gender level a

generation level a social class level and an organizational level They didnlsquot find no evidence of

gender differences in motivator preferences Their evidence suggests Russian accounting

students tend to focus on the expectancy of success rather than the attractiveness of success in

making their effort-level decisions however this result appears due in part to gender

differences and the predominance of women in Russian university accounting programs Further

they find no evidence of group-level differences in individual effort-level decisions

Pygmalion effect has also something to do with the Goal theory Goal theory developed

as an extension of attribution theory It is believed that students pursue goals and that each goal

is associated with certain behaviors and beliefs Student behaviors are the function of desires to

achieve particular goals The two dominant goals are mastery and performance To attain these

goals a student must be motivated to learn

The Pygmalion Effect can either elevate a student performance achievement or entirely

undermine it For instance student who receives continuous verbal praise for their efforts while

being supported by non-verbal means will aspire and ascend to perform better in a more

productive way In contrast if a student receives less praise although nothing is being conveyed

verbally the student feels as though they are underappreciated and will see a lapse or decrease in

productivity or will be a nonperformer

According to Sanford and Evertson (as cited in Campbell 2003) Achievement gains are

determined to a great degree by time-on-task and time allocated to learning Students who spend

Expectancy

The extent to which the

learner expects success

in the learning

Value

The value of the

learning to the

learning

Motivation = X

Figure 1

Value and Expectancy Formula

5

more time on task tend to demonstrate more achievement gains than students who spend less

time on task It means that our achievement is determined by our goal and expectation to finish a

task on time and as an individual that goal and expectation is known as the Pygmalion effect

The aforementioned theory underpinned this study because impressions and expectations

create views on how students see the world of Business Statistics to achieve a desired result

which is achievement

METHODOLOGY

Research Design

This study was conducted to revisit the Pygmalion effect or Self-fulfilling prophecy in

the Business Statistics classroom setting To explore higher education studentslsquo impressions

expectations and achievement in Business Statistics Pygmalion effect or self-fulfilling prophecy

will be used in the analysis of the data The descriptive method of research is employed in

presenting the present condition which describes phenomena as they exist (Collis and Hussey

2009) The purpose is to find the new truth on the impact of Pygmalion effect or self-fulfilling

prophecy on studentslsquo impression and expectation to attain achievement in Business Statistics

This method is appropriate because the researcher intended to identify and obtain information on

the characteristics of a particular issue or concern which is the studentslsquo impressions

expectations and achievements in Business Statistics However there was still an influential

factor of the teacher to the overall impressions and expectations of the students and hence the

teacher and the course could not be separated

In this paper impressions refer to the studentslsquo perception of the course before the end of

preliminary which could be on the positivenegative one Expectation (or expectancy) refers to

the belief that increased effort that will lead to increase performance (Robbins and Judge 2008)

It is the perceived probability that a student possesses a particular attribute or that a behavior will

have a particular consequences Academic Achievement refers to what a student has learned

from classroom instruction (Family Dictionary of Education terms 2nd

ed 2011) However in

this study achievement refers to the grademark of a student in Business statistics course from

prelims midterms and finals

Descriptive data were collected and the contents were analyzed quantitatively and tested

if there are correlations among variables presented in the study

Description of the Course

Business Statistics is a common mathematics subject to students majoring in business

administration and accountancy As mandated by the Commission on Higher Education (CHED)

CMO 39 series of 2006 business statistics is a course known as Math 4 in the curriculum of

Bachelor of Science in Business Administration major in Marketing Management Financial

Management and Human Resources Development Management Students are required to take

Business Statistics after passing Math 1 (college algebra) Math 2 (mathematics of investment)

and Math 3 (calculus for business) In the curriculum of Bachelor of Science in Accountancy

business statistics is also mandated by the CHED CMO 3 Series of 2007 as the last Math subject

same with the curriculum of Bachelor of Science in Business Administration Business statistics

6

is a part of the quantitative techniques in business It is imperative in higher economics and

accounting subjects

Business statistics classes are lecture-based and have no laboratory sessions The typical

class size is approximately 30 students Business Statistics covers descriptive statistics and an

introduction to inferential statistics It is basically an applied statistics Students are expected to

participate in classroom discussion problem solving activities assignments and seat works

There are written quizzes and major examinations

Participants and Data Collection

A sample of 121 students (composed of 73 Bachelor of Science in Accountancy and 48

Bachelor of Science in Business Administration) enrolled in Business Statistics of the College of

Business and Accountancy from a city college in Pangasinan participated in this study The

students were unevenly distributed to four (4) different Business Statistics Classes For MWF

from 8-9 am class 9-10 am class and 9-11 am class and for TTH 11-1230 pm class The

samples of this study were students of the researcher in his Business Statistics class Those

Business Statistics classes handled by other instructors were excluded in this study This ensured

impressions and expectations of the samples were controlled There was only one course outline

used in the three classes The study determined the strength of correlation between and among

impressions expectations and achievements The impressions and expectations were directed to

the samples and not to the teacher Though in the process the teacher impression had a

contribution to the impressions and expectations on the subject the study was demarcated on it

This study was conducted on the second semester of school year 2009-2010

Instruments

The instrument used in the study the survey questionnaire was developed and

constructed by the researcher There were four sets of survey questionnaires According to Singh

as cited in Ragos (2007) content validity is ascertained by finding out how far a scale captures

the meaning of the various aspects of what is being measured The questionnaires were validated

by the dean of College of Business Administration the former research director of the institution

and a professor in Business Statistics that handled the course at the time of the study Based on

their evaluation it was assumed that the questionnaire was valid The four sets of questionnaires

were administered in four different dates

The first set of questionnaire consisted of two parts the first part of the questionnaire is

about the personal and academic profiles of the students in Business Statistics and the second

part of the questionnaire is consisted of questions about the studentslsquo initial impressions of the

course Business Statistics This set was administered in a survey at the end of the preliminary

period dated December 6-10 2010

The second set of questionnaire which was administered on the second date elicited

responses of the students about their expectations for the Midterms The data was gathered at the

end of the preliminary period dated December 6-10 2010

The third set of questionnaire which was administered on the third date elicited responses

of the subjects about their expectations for the Finals The data was gathered at the end of the

midterm period dated February 7-11 2010

7

The fourth set of questionnaire which was administered on the fourth date elicited post-

course impressions of the students about Business Statistics and it was done on the last meeting

of the semester which was on March 31 2010

The achievements of the students in business statistics were based on their grades in the


The data gathered in the study were analyzed using SPSS 17 for Windows software

package and MS Excel 2007 The study employed descriptive statistics such as mean frequency

count and percentages It used Spearman Rho coefficient of correlation and t-test for coefficient

correlation of impressions expectations and achievements of students in Business Statistics

classes The Chi-square Phi statistic test and Pearson Product moment correlation were also used

to test the hypothesis that there are no significant correlations of studentslsquo impressions

expectations and achievements on Business Statistics Classes and their profile

Results and Discussions

Samplesrsquo Profile

(a) Personal profile

Gender There are 121 students (composed of 73 Bachelor of Science in Accountancy

and 48 Bachelor of Science in Business Administration) enrolled in Business Statistics of the

College of Business and Accountancy who participated in this study Among the 121 students

great majority (69) is females and some (31) are males

Despite trends suggesting that men are enrolling in and graduating from college at lower

rates than women men continue to outperform andor outnumber women in fields such as

mathematics the sciences engineering finance and economics (Freeman 2004 as cited in

Haley Johnson and Kuennen (2007)) This pattern does not prevail in the statistics wherein

women comprise a higher proportion of undergraduate majors and degree earners than in

mathematics engineering or economics (Scheaffer and Stasny 2004 as cited in Haley Johnson

and Kuennen (2007))This is true with the finding of the study that there are more females than

males in business statistics classes This coincides with the enrolment population pattern of the

College of Business and Accountancy which has more females than males

Source of Income As shown in Table 1 among the samples most (868) of them

depend on ―allowance as a source of income It means that their allowances are from their

parents and guardians who support their education Only few (13) of them mentioned that their

allowance came from salary or wages business income or of mix of these sources income Most

of the samples are full-time students and being supported by their parents or guardians This

means that parents involvements in education or in schooling is of great importance to the

sampleslsquo academic success or achievement This finding is in conformity with the study of

Coleman as cited in Kim (2002) who suggested that family background might be analytically

separated into at least three distinct components financial (physical) capital (family income or

wealth) human capital (parent education) and social capital (relationship among actors)

With respect to subjectslsquo business class achievement the finding of the study is the same

with Kim (2002) that there is a direct relationship between parental financial and human capital

and the successful learning experience of their children However Kim (2002) stressed that

8

while both of these factors are important determinants of children educational success there

remains a substantial proportion of variation in educational success which was unaccounted for

by these variables alone

Socioeconomic Status The mode on ―Socioeconomic status is 44 It means that this is

the top answer of the samples on their socioeconomic status which is being determined by the

household income class of D some (31) are ―Class C and some are ―Class E (26) very

few (3) are ―Class A and very few (4) are ―Class B These classifications are based on the

Philippine socioeconomic classifications (Ragos 2007) The socioeconomic status of a Filipino

individual is determined through his household monthly income as shown in Table 1

This could mean that almost all (93) of the students belong from Class C to Class E

group and have household monthly income anywhere from Php50000 and below It can be said

that the students are from a poor family or lower strata of the Philippine society In the

Philippines parents often insist on the importance of education as something like ang

pinakamahalagang pamana ko sa mga anak kolsquo (the most important heritage that I can give to

my child) They want their children to get high grades to raise the family pride They want their

children to finish college so that they could get a good joblsquo and additionally their preferred

course for children is one that usually runs in the family tree (like medicine law business) or in

demand abroad (like nursing or engineering) Parents would usually do everything ndash even as far

as drowning themselves in debt ndash so that children get the education the parents think worthy of

their arduous efforts and noble intentions (httpdefinitelyfilipinocomblog20110417filipino-

beliefs-contradictions-values) The socio economic profile of the subjects for being in the lower

strata served as the motivator to exert effort to achieve their goal such as high grade in every

grading period in order to have a nice job after graduation The finding of the study implied that

standing in the Philippine society has something to do with the studentslsquo expectation to finish

their studies in order to achieve their goal which is to get a good job The Philippine societal

standing has an effect to the impression and expectation of the student to have a comfortable life

and nice job which is not in consonant with the findings of Iverson and Walberg (as cited in

Achoui 2004) According to Iverson and Walberg (as cited in Achoui 2004) studentslsquo ability

and achievement are more closely linked to the socio-psychological environment and intellectual

stimulation in the home than they are to parental socio-economic status indicators such as

occupation and amount of education Kim (as cited in Achoui 2004) explained this variance by

what he called the ―social capital which mediates the relationship between parents financial and

human capital on the one hand and the development of the human capital of their children on

the other According to Achoui (2004) when the students family financial status was high the

students do not experience any pressure to help their families financially Therefore they

dedicate more time for studying

(b) Academic Profile

Course Among the samples a great majority (60) are from ―Bachelor of Science in

Accountancy (BSA) They outnumbered the ―Bachelor of Science in Business Administration

(BSBA) which accounts for (40) This could be because there are more BSA students than

BSBA students based on the enrollment statistics of the College of Business and Accountancy

9

Academic Achievement Among the samples almost half (44 6) of them in Business

Statistics classes have no academic achievement or recognition as shown on Table 1 It means

that they are regular students without any scholarship being received due to the policy on Grade

Point Average Academic achievement refers to a student being recognized for hisher exemplary

performance in hisher classes and achieved high marks or grades as measured by their

cumulative grade point average (GPA) Cumulative GPA refers to the total quality points the

student had achieved in all courses she had taken since his enrollment at the institution divided

by the total number of credit hours or units assigned for these courses For those students who

being supported by the government or known as Government Scholars they were chosen as poor

but deserving students It means that they have met the requirements such as high grade points

average and belonging to a poor family with a monthly household income of 15 thousands

pesos necessary for them to be a government scholar However many (43) of the sample are

on the ―Deanlsquos list Very few (33) are ―Presidential Scholars (33) ―Government Scholars

and (17) are ―Academic Scholars This could mean that a great majority of the respondents

have academic achievements They had good academic standing in the school year 2008-2009

A bona fide student is included in the Deanlsquos list when he enrolled in not less than 18

units and must have at least a general weighted average of 87 (for the College of Arts Sciences

and Education College of Information and Computing Studies College of Business and

Accountancy and College of Nursing) or 85 (for the College of Engineering) with no grade

below 80 in all his subjects Furthermore student must not have any NFE Dropped and or

INC marks in all his subjects

A Presidential scholar is a student who passed the Presidential scholarship examination

administered by Institution A full presidential scholar must have no dropped marks and NFE

marks Minimum grade in all subjects must be 90 for Accountancy Nursing and Education

while 88 for Engineering An academic scholar is one of the top 3 students per year level in

every college based on his general weighted average A government scholar is a student who

qualified for government scholarship grants Certain agencies of the government like

Commission on Higher Education (CHED) and Department of Science and Technology (DOST)

awards scholarships to deserving students

Table 1

Studentsrsquo Profile

f

n=121

Mean

Course

- Bachelor of Science in Accountancy 73 60

- Bachelor of Science in Business

Administration 48 40

Gender

- Male 38 31

- Female 83 69

Source of Income

- Allowance 105 868

- Business Income and Allowance 6 50

- Business Income 5 41

10

Source Questionnaire Survey 2010

Grade in Algebra and Math of Investment The grades of the students in business

statistics classes in algebra and math of investment their earlier mathematics subject as college

students in Colegio de Dagupan have a grade point average mean of 8552 and 8780

respectively The ranges of the two subjects are the same It means that they have good standing

in their previous math subjects While the highest grades are 96 and 97 in the two subjects those

with 96 and 97 grades they had an excellent standing in their previous math subjects The other

students have a lowest grade of 75 and 76 respectively in the two subjects It also means that

they were not performing well to their math subjects It manifests that their achievements as

represented by their grades on both subjects are normally distributed

Studentsrsquo Impressions and Expectations in Business Statistics

In this section the correlation between and among impressions expectation and

achievements of the students in Business Statistics have been tested using t-test for coefficient

correlation (see Table 2) The students marked Business Statistics class based on the course

characteristics usefulness interestingness enjoyabality and difficulty Utility value or usefulness

refers to how a task fits into an into an individuallsquos future plans for instance taking a math class

to fulfill a requirement for a business degree (Jamieson 1987) Interestingness refers to the

impression and expectation of the students in Business Statistics as interesting It was assumed

- Allowance and others 2 17

- Salary or Wages 1 8

- Salary or Wages and Business Income 1 8

- Salary or Wages Business Income and

Allowance 1 8

Socioeconomic Status (Household monthly income based on Philippine wage)

- Class A (100001 and above income) 4 3

- Class B (50001 to 100000) 5 4

- Class C (15001 to 50000) 37 31

- Class D (8001 to 15000) 44 36

- Class E ( below 8000) 31 26

Academic Achievement

- Deans list 52 430

- Presidential Scholar 4 33

- Government Scholar 4 33

- Academic Scholar and Deans List 2 17

- Academic Scholar 1 8

- Deans List and Government Scholar 2 17

- Presidential Scholar and Academic

Scholar 1 8

- Presidential Scholar and Government

Scholar 1 8

- No Response (means regular student) 54 446

11

that the Business Statistics has a characteristic of interestingness when it strengthened the

studentslsquo interest to feel that they will succeed in a learning task and when the learning process

itself was enjoyable and stimulating and attributed personal significance to the learning content

(Schiefele 1991) Difficulty describes the studentslsquo subjective impression on the problem This

subjective impression expresses the difference between the studentslsquo ability to construct

cognitions in the field of the problem (hisher experiences) and the complexity of the cognitions

which are needed to solve the problem in Business Statistics class Enjoyabality refers to the

impression and expectation of the students in Business Statistics class as enjoyable

Initial Impressions Table 2 shows the initial impressions of the student in business

statistics classes Among the course characteristics ―Usefulness obtained the highest mean of

411 or ―Highly Useful This means that there is a relationship of Business and Statistics which

are mapped or explained in the first meeting up to the early weeks of prelim period The samples

have a high regard on the usefulness of the business statistics courses because it is their chosen

field The samples have impression that Business Statistics is useful because of its importance in

the attainment or completion of their requirements It goes also that for them business statistics

is highly interesting and highly enjoyable with means of 375 360 respectively

As to the studentslsquo initialslsquo impression on the difficulty of the course Business Statistics

they regarded business statistics as ―Moderately Difficult with a mean rating of 328 This might

be due to the topics or lessons which are introduced in the prelim period and seemingly of

moderate difficulty Though it was found moderately difficult it is understandable that is still has

a measure of difficulty even it was not significantly high

Expectations for Midterms Table 2 shows the expectations of the samples in Business

Statistics for the Midterms The expectations are not similar to their initial impressions but rather

there was an increased with their expectations The mean rating that was obtained in Business

Statistics course on expectations for midterms have slightly increased The samples have

expected that Business Statistics is ―Highly Useful with a mean rating of 413 With regard to

the expectation that Business Statistics is an interesting and enjoyable course it was found out

that the course is ―Highly Interesting with a mean rating of 398 and ―Highly enjoyable with a

mean rating of 372 The same findings was found on the expectation on the difficulty the

samples expected that Business statistics is ―Highly difficult with a mean rating of 348

In comparison the means of the initial impressions and expectations on ―interestingness

increased from 375 to 398 on ―enjoyability increases from 360 to 372 on ―usefulness

increases from 411 to 413 and on ―difficulty increases from 328 to 348 This shows that

studentslsquo initial impressions are quite contradictory to their expectations This means that

studentslsquo initial impressions have a quite impact on their expectations in Business Statistics class

except on the difficulty of the course

This finding is not in parallel with the Finals on the course characteristics are ―High the

obtained means for ―Enjoyability and ―Interestingness drop very slightly to 366 and 390

respectively But they are still ―Highly Enjoyable and ―Highly Interesting However

―Usefulness increases its mean to 420 which the classes expect that Business Statistics is ―Very

Highly Useful On ―Difficulty the classes expect that business statistics in the finals would be

of ―Highly Difficult with a mean of 379 which slightly increases when compared to their

Midterms expectations

12

The discrepancies of the expectations in the midterms and finals could mean that

midterms expectations do not follow the pattern of the expectations in the finals

Expectations for Finals As shown also in Table 2 about the the expectations of students

in Business Statistics class for the Finals Although the expectations for the Finals on the course

characteristics are ―High the obtained mean for ―Enjoyability and ―Interestingness dropped

very slightly from 366 and 390 respectively But samples still expected that Business Statistics

is ―Highly Enjoyable and ―Highly Interesting However expectation on the course

―Usefulness mean rating increases to 420 It means that students expected that Business

Statistics is ―very highly useful As to the difficulty of the course the students expected that

course in the finals would be of ―High Difficulty with a mean rating of 379 This shows that

students predicted that Business Statistics is becoming a difficult course compared to their

midterm expectations

It can be observed that there is discrepancy of the expectations of the students in their

midterm and finals It means that studentslsquo expectation do not follow the pattern of the

expectation for the finals

Post-Course Impressions Table 3 shows the studentslsquo post-course impressions in

Business Statistics The impressions on all course characteristics are ―High However it is

noteworthy that the obtained means for ―Interestingness ―Enjoyability and ―Usefulness drop

slightly to 386 364 and 417 respectively when compared to their expectations in the Finals as

shown in Table 2 On ―Difficulty the classeslsquo post-course impression is ―Highly Difficult

which obtained a mean of 384 a slight increase from their expectation in the Finals

In a reprise of the impressions and expectations of the business statistics classes across

the different terms it is remarkable that on ―interestingness the midterm expectation increases

from their initial impression and it decreases through the finals expectation and post-course

impression With regard to ―Enjoyability the midterm expectation increases from their initial

impression and it decreases through the finals expectation and post-course impression With

regard to ―Usefulness the midterm expectation increases from their initial impression and it

also increases in the finals expectation however it decreases in the post-course impression With

regard to ―Difficulty it is increasing from initial impression through the post-course impression

Table 3

Post-Course Impressions of Students in Business Statistics Class Course characteristics Mean Descriptive Value

Interestingness 386 Highly Interesting

Enjoyability 364 Highly Enjoyable

Table 2

Studentsrsquo Initial impressions and Expectations in Business Statistics for Midterm and Finals

Initial Impressions Expectations for Midterms Expectations for Finals

Course

characteristics Mean Descriptive Value Mean Descriptive Value

Mean Descriptive Value

Interestingness 375 Highly Interesting 398 Highly Interesting 390 Highly Interesting

Enjoyability 360 Highly Enjoyable 372 Highly Enjoyable 366 Highly Enjoyable

Usefulness 411 Highly Useful 413 Highly Useful 420 Very Highly Useful

Difficulty 328 Moderately Difficult 348 Highly Difficult 379 Highly Difficult

Legend 420-500 Very High 340-419 High 260-339 Moderate 180-259 Fair 100-179 Slight

13

Usefulness 417 Highly Useful

Difficulty 384 Highly Difficult Legend 420-500 Very High 340-419 High 260-339 Moderate 180-259 Fair 100-179 Slight

Achievements of Business Statistics Classes Table 4 shows the means of prelim

midterm and final grades of students in business statistics It is noteworthy that the highest

grades are high and the lowest grades are very low up to the point of failing Though the ranges

are great there are no outliers in the observations

The greatest mean grade was on the Midterms (8609) and the smallest mean grade was

on the Finals (8180)

Table 4

Achievements of the Students in Business Statistics based on their Grade

Grading Period Lowest Grade Highest Grade Mean

n=121

Prelim Grade 64 95 8560

Midterm Grade 67 95 8609

Final Grade 66 94 8180

Grand Mean 64 95 8450

3) Correlation of Impressions Expectations and Achievements

Initial Impressions and Prelim Grades As shown on Table 5 ―Interestingness and

Prelim Grade have ―positive very small correlation Although the initial impression on

Interestingness was ―High the achievement in the Prelims does not follow the pattern of the

initial impression ―Enjoyability and Prelim Grade have ―positive very small correlation

However their coefficient of correlation of 200 is higher than on ―Interestingness and Prelim

Grade of 128

Furthermore ―Usefulness and Prelim Grade have ―negative very small correlation

This could mean that while the initial impression on ―Usefulness is ―High the achievement on

Prelims does not increase or decrease with the initial impression it does not have an inverse

relationship with ―Usefulness

Also ―Difficulty and Prelim Grade have ―negative very small correlation This could

mean that while the initial impression on ―Difficulty is ―Moderate the achievement on Prelims

does not increase or decrease with the initial impression it does not have an inverse relationship

with ―Difficulty

Table 5

Coefficients of Correlation on Initial Impressions and Prelim Grades

Course Characteristics Coefficient of

Correlation Descriptive Value

Interestingness 128 Positive very small Correlation

Enjoyability 200 Positive very small Correlation

Usefulness -049 Negative very small correlation

Difficulty -109 Negative very small correlation plusmn 100 Perfect Positive or Negative correlation

plusmn 075 to 099 Very High Positive or Negative correlation

14

plusmn 050 to 074 High Positive or Negative Correlation

plusmn 025 to 049 Moderately Small Positive or Negative Correlation

plusmn 001 to 024 Very Small Positive or Negative Correlation

000 No Correlation

Expectations for Midterms Grades As shown on table 6 ―Interestingness and Midterm

Grade have ―positive very small correlation This could mean that although the expectation on

―Interestingness is ―High the achievement in the Midterms has bit increased with the

expectation This is also true with ―Enjoyability and Midterm Grade and ―Usefulness and

Midterm Grade

Furthermore ―Difficulty and Midterm Grade have ―positive very small correlation

This could mean that while the expectation on ―Difficulty is ―High the achievement on

Midterms has bit increased but does not have a direct relationship with ―Difficulty

This reveals that the expectations of students in Business Statistics for the midterms have

―very small self-fulfilling effects to their achievements This is in consonance with Sarrazin

(2001) that ―the teacher expectations have weak self-fulfilling effects This study however

focuses on the expectations of the subjects in Business Statistics class

Expectations for Finals and Grades As shown on table 7 ―Interestingness and Final

Grade have ―positive very small correlation Although the expectation on Interestingness is

―High the achievement in the Finals has not increased with the expectation ―Enjoyability and

Final Grade have ―positive very small correlation While the expectation is ―Highly

Enjoyable it does not increase the achievement in the Finals on their grades

Further ―Usefulness and Final Grade have ―positive very small correlation This could

mean that while the expectation on Usefulness is ―Very High the achievement on Finals has not

increased and does not have a direct relationship with ―Usefulness This again reveals that the

expectations of business statistics classes for the finals have ―very small self-fulfilling effects to

their achievements This is again in consonance with Sarrazin (2001) that ―the teacher

expectations have weak self-fulfilling effects This study however focuses on the expectations

of the classes on the subject

Also ―Difficulty and Final Grade have ―positive very small correlation This could

mean that while the expectation on Difficulty is ―High the achievement on Finals has bit

increased but does not have a direct relationship with ―Difficulty

Table 6

Coefficients of Correlation on Expectations and Midterm Grades and Final Grades

Course

Characteristics

Coefficient

of

Correlation

Descriptive Value

Coefficient

of

Correlation

Descriptive Value

Interestingness 115 Very Small Positive 152 Very Small Positive Enjoyability 132 Very Small Positive 169 Very Small Positive Usefulness 052 Very Small Positive 049 Very Small Positive Difficulty 142 Very Small Positive 223 Very Small Positive

Initial and Post-course Impressions As shown in table 7 the coefficient of correlation

on the Initial and post-course impressions on ―Interestingness and ―Usefulness have ―positive

plusmn 100 Perfect Positive or Negative correlation





000 No Correlation

15

moderately small correlation This could mean that their initial and post-course impressions are

almost not correlated but follow a bit of the same pattern Hence there might be small change in

impressions between the two separate terms

However ―Enjoyability and ―Difficulty have ―positive moderately small correlation

It could mean that on ―Enjoyability the initial and post-course impressions have not changed

much but it does not entail either that it has remained the same

Table 7

Coefficients of Correlation on Initial and Post-course Impressions



Interestingness 170 Positive very small correlation

Enjoyability 303 Positive moderately small correlation

Usefulness 187 Positive very small correlation

Difficulty 318 Positive moderately small correlation

Achievements in Prelim Midterm and Final Grades As shown on table 8 there is a

―positive very high correlation on the interrelationships among achievements (as represented by

the grades) of the students in Business Statistics classes These direct interrelationships signify

consistency and reliability of their performance or achievements in Business Statistics It could

mean also that their achievements are consistent with their performance in the class

Table 8

Coefficients of Correlation of Achievements as to Grades of Business Statistics Classes

Business Statistics Grades Coefficient of


Prelim and Midterm 936 Positive very high correlation

Prelim and Final 816 Positive very high correlation

Midterm and Final 854 Positive very high correlation plusmn 100 Perfect Positive or Negative correlation





000 No Correlation

Expectations for Finals and Post-Course ImpressionsAs shown on Table 9 the

expectations for finals and post-course impressions on interestingness enjoyability usefulness

and difficulty have ―positive moderately small correlation This means that the studentslsquo

expectations for finals do not perfectly predict their post-course impressions but their

expectations are not completely different from their impressions It shows further that there is a

stronger correlation of the expectations for finals and post-course impressions than that of initial






000 No Correlation

16

impressions and post-course impressions This could be because the time interval between final

expectation and post-course impression is short

Table 9

Coefficients of Correlation on Expectations and Final Grades



Interestingness 257 Positive moderately small correlation


Usefulness 328 Positive moderately small correlation

Difficulty 404 Positive moderately small correlation plusmn 100 Perfect Positive or Negative correlation





000 No Correlation

Correlation Significance between and among Impressions Expectations and

Achievements

Initial Impressions and Prelim Grades As shown on table 10 ―interestingness and

prelim grade ―usefulness and prelim grade and ―difficulty and prelim grade are not

significantly correlated The hypothesis is accepted at 05 level of significance and 119 degrees

of freedom This could mean that the ―high initial impression on interestingness has no direct

correlation with prelim grade Also the ―high initial impression on usefulness and ―moderate

initial impression on difficulty have no inverse correlation with prelim grade

However ―enjoyability and prelim grade are significantly correlated The hypothesis is

rejected at 05 level of significance and 119 degrees of freedom This could mean that ―high

initial impression on enjoyability has a direct correlation with prelim grade The grade has

increased with the increased in initial impression on enjoyability Therefore enjoyability has a

strong self-fulfilling prophecy to prelim grade

Table 10

Spearman Rho Correlation Analysis on Initial Impressions and Prelim Grades

Course Characteristics Coefficient Correlation tcv ttv Decision

Interestingness 128 14079 19803 Accept Ho

Enjoyability 200 22267 19803 Reject Ho

Usefulness -049 -05352 -19803 Accept Ho

Difficulty -109 -11962 -19803 Accept Ho

Legend tcv gtttv Reject Ho tcv lt ttv Accept Ho

Expectations for midterms and Grade As shown on table 11 ―interestingness and

midterm grade ―enjoyability and midterm grade ―usefulness and midterm grade and

―difficulty and midterm grade are not significantly correlated The hypothesis is accepted at 05

level of significance and 119 degrees of freedom This could mean that the ―high expectations

on interestingness enjoyability usefulness and difficulty have no direct correlation with

17

midterm grade The grade has not increased with the increased expectations for midterms on the

course characteristics Therefore interestingness enjoyability usefulness and difficulty have a

weak self-fulfilling prophecy to midterm grade

This does not underpin the study of Sartain (1945) findings that ―Interestingness and

―Usefulness are closely related to achievement In this study no other indicators were used to

determine that ―interestingness ―enjoyability and ―usefulness is closely related to

achievement According to Kim (2003) in order to increase studentslsquo interest options should be

offered to the students in selecting not only school subjects but also classroom tasks the level of

the tasks and so on

Table 11

Spearman Rho Correlation Analysis on Expectations and Midterm Grades

Course Characteristics Coefficient

Correlation tcv ttv Decision


Enjoyability 132 14527 19803 Accept Ho

Usefulness 052 05680 19803 Accept Ho

Difficulty 142 15649 19803 Accept Ho


Expectations for finals and grades As shown on table 12 ―interestingness and final

grade ―enjoyability and final grade ―usefulness and final grade are not significantly

correlated The hypothesis is accepted at 05 level of significance and 119 degrees of freedom

This could mean that the ―high expectations on interestingness enjoyability and ―very high

expectation on ―usefulness have no direct correlation with final grade The final grade does not

increase with the increased expectations on interestingness enjoyability and usefulness

Therefore interestingness enjoyability and usefulness have a weak self-fulfilling prophecy to

final grade

However ―difficulty and final grade are significantly correlated The hypothesis is


expectation on difficulty has a direct relationship with final grade The grade has increased with

the increased expectation on difficulty Therefore difficulty has a strong self-fulfilling prophecy

to final grade It could mean that the business statistics classes perform better when they expect

that the course is difficult It proves that the more they expect the business statistics is ―difficult

they are motivated to achieve more The finding of this study recognized the constructivist

theory that studentlsquos prior knowledge may help or hurt the construction of meaning Studentslsquo

prior knowledge comes from their past experiences culture and their environment Generally

prior knowledge is good but sometimes misconceptions and wrong information can be a

hindrance so sometimes there is a need to correct prior knowledge before new learning can

occur (Brooks J and Brooks as cited in httpwwwndt-

edorgTeachingResourcesClassroomTips Constructivist20_Learninghtm

This is in contrast with the findings of Sartain (1945) that ―difficulty and marks (grades)

show a low negative correlation

Table 12

Spearman Rho Correlation Analysis on Expectations and Final Grades

18






Difficulty 223 24955 19803 Reject Ho


Initial and Post-course Impressions As shown on table 13 the ―initial and post-course

impressions on ―interestingness are not significantly correlated The hypothesis is accepted at

05 level of significance and 119 degrees of freedom This could mean that the ―high initial

impression on interestingness has no direct correlation with the ―high post-course impression on

interestingness This could mean that the initial impression on interestingness does not follow the

pattern of the post-course impression because the increase in initial impression does not predict

an increase in post-course impression Interestingness may be affected due to other factors which

were not included in this paper

However ―initial impressions and post-course impressions on enjoyability usefulness

and difficulty are significantly correlated The hypothesis was rejected at 05 level of

significance and 119 degrees of freedom This could mean that ―high initial impressions on

enjoyability usefulness and difficulty have a direct correlation with ―high post-course

impressions This could mean that what the studentslsquo initial high impressions are the same

throughout in the business statistics class maybe because of other factors which were not given a

focus on this study This proved that first impression is lasting With regard to the post-course

impressions course characteristics on enjoyability usefulness and difficulty has no effect on the

post course impression maybe due to the fact that they have just finished and experienced the

classroom setting in the Business Statistics class The students have known what the best

teaching and learning style being employed in the class that made it useful enjoyable interesting

and difficult

Table 13

Spearman Rho Correlation Analysis on Initial and Post-course Impressions





Usefulness 187 20766 19803 Reject Ho



Achievements in Prelim Midterm and Final Grades As shown on table 14 ―prelim

and midterm grades ―prelim and final grades ―midterm and final grades are significantly

correlated The hypothesis is rejected at 05 level of significance and 119 degrees of freedom

This could mean that there is direct inter-correlation of the achievements of business statistics

classes on the three different grading periods It could mean further that the grades of the classes

have not changed or consistent over the three (3) grading periods maybe because of the level of

performance of the students It was found out that there were students who have academic

19

achievement and so with those who have not This inter-correlation also signifies reliability of

the achievements of business statistics classes

Table 14

Spearman Rho Correlation Analysis on the Grades of Business Statistics Classes

Business Statistics

Grades

Coefficient


Prelim and Midterm 936 290073 19803 Reject Ho

Prelim and Final 816 153992 19803 Reject Ho

Midterm and Final 854 179061 19803 Reject Ho


Expectations for Finals and Post-Course Impressions As shown on table 15

―expectations for finals and post-course impressions on the course characteristics

interestingness enjoyability usefulness and difficulty are significantly correlated The

hypothesis is rejected at 05 level of significance and 119 degrees of freedom This could mean

that the ―high expectations on interestingness enjoyability difficulty and ―very high

expectation on usefulness have a direct correlation with the ―high post-course impressions on

interestingness enjoyability usefulness and difficulty

This could mean that the expectations for finals do not follow the pattern of the post-

course impressions This suggests that the increased of expectations for finals does increase the

post-course impressions It could be because the final expectations and post-course impressions

have very short time interval their overall post-course impressions of Business Statistics classes

very closely resemble their expectations for the finals

Table 15

Spearman Rho Correlation Analysis on the Expectations for Finals and Post Course

Impressions


Interestingness 257 29010 19803 Reject Ho





Correlation Significance on Impressions Expectations and Achievements of

Business Statistics classes and their Profile

This section presents the correlation analysis on studentslsquo impressions expectations and

achievements in Business Statistics and their profile The Chi-square Phi statistic test and

Pearson Product moment correlation were used to test the hypothesis that there are no significant

20

correlations of studentslsquo impression expectation and achievements on Business Classes and their

profile

Correlation Analysis on Initial Impressions and Personal Profile As shown on table

16 gender and initial impressions on the course characteristics are not significantly correlated at

05 level of significance It could mean that the initial impressions of business statistics are

independent on gender Also source of income and ―interestingness ―enjoyability

―usefulness are not significantly correlated However source of income and difficulty have

significant correlation It could mean that the initial impression of business statistics on

―difficulty is dependent on the ―source of income

Furthermore ―socioeconomic status and ―interestingness ―difficulty are not

significantly correlated at 05 level of significance In contrast ―socioeconomic status and

―enjoyability ―usefulness have significant negative correlation This means that as their

socioeconomic status lowers their initial impressions on ―enjoyability and ―usefulness

increase It could mean that those who are in the lower socioeconomic status (C D E) enjoy

business statistics more and see its usefulness Also this could be because most of the business

statistics students fall under socioeconomic status C D and E

Correlation Analysis on Initial Impressions and Academic Profile As shown on table

16 course and ―interestingness ―usefulness ―difficulty is not significantly correlated at 05

level of significance It could mean that their initial impressions on the said course characteristics

are independent on their course However for course and ―enjoyability it was found out that

there is a significant correlation It could mean that their initial impression on ―enjoyability is

dependent on their course

Table 16

Correlation Analysis on Initial Impressions and Personal Profile Academic Profile Personal Profile Academic Profile

Course Characteristics

Gender Source of Income Socioeconomic Status Course Academic

Achievement

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Interestingness 118 199 319 421 -132 149 192 108 452 074

Enjoyability 123 178 306 880 -191 036 271 031 797 000

Usefulness -007 939 386 453 -248 006 138 510 297 991 Difficulty -136 138 516 021 137 134 189 231 339 948

Correlation Analysis on Initial Impressions and Grades in Algebra Math of

Investment As shown further on table 17 grade in algebra and ―interestingness ―usefulness

―difficulty are not significantly correlated at 05 level of significance This means that their

initial impressions on the said course characteristics have neither direct nor inverse correlation

with grade in algebra In contrast grade in algebra and ―enjoyability have significant positive

21

correlation This could mean that their initial impression of Business Statistics on ―enjoyability

has a direct correlation with the grade in algebra

Grade in math of investment and course characteristics on ―interestingness

―enjoyability ―usefulness ―difficulty are not significantly correlated This means that their


with the grade in math of investment

Table 17

Correlation Analysis on Initial Impressions and Grades in Algebra Math of investment

Course

Characteristics

Grade in Algebra Grade in Math of Investment

Coefficient of

correlation Sig

Coefficient of

correlation Sig

Interestingness 156 094 173 061

Enjoyability 191 039 102 271

Usefulness 048 608 021 820

Difficulty -130 164 -110 236

Correlation Analysis on Expectations for Midterms and Personal Profile As shown on

table 18 gender and expectations for midterms on the course characteristics ―interestingness

―enjoyability ―usefulness and ―difficulty are not significantly correlated at 05 level of

significance This means that the expectations for midterms of students in Business statistics are

independent on gender Furthermore source of income and course characteristics are not

significantly correlated at 05 level of significance This means that the studentslsquo expectation for

midterms in business statistics has nothing to do with their source of income

As regards to socioeconomic status it is not significantly correlated to the course

characteristics on ―enjoyability ―usefulness and ―difficulty This means that socioeconomic

status has neither direct nor inverse correlation with the said course characteristics In contrast

socioeconomic status and ―interestingness have significant negative correlation This means that

even a student belongs to a lower standing which is based on the socioeconomic status the

expectation for midterms in Business Statistics becomes more interesting

Correlation Analysis on Expectations for Midterms and Academic Profile As shown

on table 18 course and course characteristics ―interestingness ―enjoyability ―usefulness

―difficulty are not significantly correlated at 05 level of significance This means that the

expectations for midterms on course characteristics are independent of their course

Also academic achievement and course characteristics ―interestingness ―enjoyability

―usefulness ―difficulty are not significantly correlated at 05 level of significance This means

that the expectations for midterms on the said course characteristics are independent of their

academic achievement

Table 18

Correlation Analysis on Expectations for Midterms and Personal and Academic Profile

Course

Characteristics

Gender Source of Income Socioeconomic

Status

Course Academic

Achievement

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

22

correlation correlation correlation correlation


Enjoyability 136 138 321 820 -084 362 202 175 228 100

Usefulness -046 618 360 208 -062 501 198 093 241 972

Difficulty -043 638 414 652 120 188 188 368 418 928

Correlation Analysis on Expectations for Midterms and Grades in Algebra Math of

Investment As shown on table 19 grade in algebra and course characteristics ―interestingness

―enjoyability ―usefulness ―difficulty are not significantly correlated at 05 level of

significance This means that expectations for midterms on the said course characteristics have

neither direct nor inverse correlation with the grade in algebra

Furthermore grade in math of investment and course characteristics ―enjoyability


that expectations for midterms on the said course characteristics have neither direct nor inverse

correlation with the grade in math of investment In contrast grade in math of investment and

―interestingness have significant positive correlation This means that as the grade in math of

investment increases the expectations for midterms on interestingness also increases It could

mean further that those students with higher grade in math of investment expect more that

Business Statistics is interesting in the midterms

Table 19

Correlation Analysis on Expectations for Midterms and Grades in Algebra Math of Investment

Course

Characteristics


Coefficient of correlation Sig Coefficient of correlation Sig



Usefulness 122 188 162 079

Difficulty 029 753 075 422

Correlation Analysis on Expectation for Finals and Personal and Academic Profile As

shown on table 20 gender and course characteristics ―interestingness ―enjoyability


that the expectations for finals on the said course characteristics are independent of their gender

Also source of income and course characteristics are not significantly correlated This means

that the expectations for finals on the said course characteristics are independent of their source

of income

As to socioeconomic status and course characteristics it was found that they are not

significantly correlated at 05 level of significance This means that expectations for finals on the

said course characteristics have neither direct nor inverse correlation with socioeconomic status

Correlation Analysis on Expectations for Finals and Academic Profile As shown also

on table 20 course and course characteristics ―usefulness ―difficulty are not significantly

correlated at 05 level of significance This means that the expectations for finals on the said

course characteristics are independent of their course Usefulness and difficulty were not

correlated with the studentslsquo expectations

23

In contrast course and course characteristics ―interestingness ―enjoyability are

significantly correlated This means that the expectations for finals on interestingness and

enjoyability are dependent on their course

As shown further on table 20 academic achievement and course characteristics

―interestingness ―enjoyability ―usefulness ―difficulty are not significantly correlated This

means that the expectations for finals on the said course characteristics are independent of their


Table 20

Correlation Analysis on Expectation for Finals and Personal Profile Academic profile

Course

Characteristics


Achievement

Coefficient of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig

Interestingness -038 676 354 230 -176 053 286 007 312 759 Enjoyability 124 175 455 124 -122 181 318 007 282 996

Usefulness -117 201 370 168 -085 355 108 493 314 748

Difficulty -095 298 345 938 032 727 173 459 353 995

Correlation Analysis on Expectations for Finals and Grades in Algebra Math of



that the expectations for finals on the said course characteristics on being interesting useful and

difficult have nothing to do with their grade in algebra In contrast grade in algebra and

―enjoyability have significant positive correlation This means that students expected that the

final term will be more enjoyable expectation for finals on ―enjoyability increases as grade in

algebra increases It could mean further that those students who have higher grade in algebra

expect more that business statistics is enjoyable

As shown further on table 21 grade in math of investment and course characteristics

―interestingness ―usefulness ―difficulty are not significantly correlated at 05 level of

significance This means that the expectations for finals on the said course characteristics are

independent of their grade in math of investment This means that the expectation for finals on

―enjoyability increases if the grade in math of investment was high It could mean further that

those students who have higher grade in math of investment expect more that business statistics

is enjoyable

Table 21

Correlation Analysis on Expectations for Finals and Grades in Algebra Math of Investment Course

Characteristics





Usefulness 103 269 178 054

Difficulty 069 459 103 266

Correlation Analysis on Post-course Impressions and Personal Profile As shown on

table 22 gender and course characteristics ―interestingness ―enjoyability ―usefulness

―difficulty are not significantly correlated This means that the post-course impressions on the

said course characteristics are independent of their gender Moreover source of income and

24

course characteristics ―enjoyability ―difficulty are not significantly correlated This means

that the post-course impressions on the said course characteristics are independent of their source

of income In contrast source of income and ―interestingness ―usefulness are significantly

correlated This means that the post-course impressions on ―interestingness and ―usefulness

have strong correlation to source of income

As shown further on table 22 socioeconomic status and course characteristics are not

significantly correlated This means that socioeconomic status has neither direct nor inverse

correlation with post-course impressions of business statistics classes

Correlation Analysis on Post-course Impression and Academic Profile As shown on

table 22 course and course characteristics ―interestingness ―enjoyability ―usefulness

―difficulty are not significantly correlated at 05 level of significance This means that the post-

course impressions on the said course characteristics are independent of their course



significance In contrast academic achievement and ―enjoyability are significantly correlated at

05 level of significance This means that post-course impressions on the said course

characteristics are dependent on their academic achievement

Table 22

Correlation Analysis on Post-course Impressions and Personal and Academic Profile

Course

Characteristics

Sex Source of Income Socioeconomic Status course Academic

Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Interestingness 002 986 915 000 -071 441 177 432 614 057 Enjoyability 027 773 448 146 -118 198 200 184 649 001

Usefulness -085 352 473 008 014 877 058 816 329 669

Difficulty 005 952 355 645 114 212 129 572 387 799

Correlation Analysis on Post-course Impressions and Grades in Algebra Math of

Investment As shown on table 23 post-course impressions on course characteristics and grades

in algebra and math of investment are not significantly correlated at 05 level of significance

This means that post-course impressions on course characteristics have neither direct nor inverse

correlation with the grades in algebra and math of investment

Table 23

Correlation Analysis on Post-course Impressions and Grades in Algebra Math of Investment Course

Characteristics



Interestingness -032 732 057 539

Enjoyability 058 534 -015 872

Usefulness 063 498 041 662

Difficulty -103 267 -036 699

Correlation Analysis on Achievements and Personal and Academic Profile Tables 24

show the correlation analysis on achievements and personal profile It was found that gender and

25

achievements on ―prelims ―midterms ―finals are not significantly correlated at 05 level of

significance This means that the studentslsquo achievements in Business Statistics are independent

to their gender The gender has no impact on the achievements of the students which is having a

high grademark or the other way The finding of the study on the correlation of achievements to

gender was different to the findings of Johnson and Kuennen and Harraway According to

Johnson and Kuenen (2006) the female students outperform male students in an introductory

business statistics course while Harraway (2002) finds no gender difference in performance in

an introductory biostatistics course in New Zealand As to the source of income and

achievements on ―prelims midterms and ―finals are not significantly correlated This means

that the achievements of business statistics classes on the said grading periods are independent of

their source of income In contrast source of income and midterm grades are significantly

correlated This means that the achievements on the midterms have strong correlation to source

of income

With regards to socioeconomic status and achievements in Business Statistics of the

students on ―prelims and ―midterms are not significantly correlated This means that

socioeconomic status has neither direct nor inverse correlation with the prelim and midterm

grades of the students in Business Statistics In contrast socioeconomic status and final grades

have significant positive correlation The impact of socio economic status to the final grades has

something to do with the expectation of the students that they will not be able to continue their

studies or they will repeat the course if in case they will not do their best to fulfill the

requirements of the course In the fulfillment of the requirements of the course the income

which is a variable in the socioeconomic status is very much important Therefore socio-

economic status have significantly positive correlation to final grades

Correlation Analysis on Achievements and Academic Profile As shown on Table 24

course and achievements on ―prelims ―midterms ―finals are significantly correlated at 05

level of significance This means that the studentslsquo achievements in business statistics class on

the said grading periods are dependent of their course

As shown further on Table 24 studentslsquo academic achievement and achievements in

business statistics class on ―prelims ―midterms ―finals are significantly correlated at 05

level of significance This means that the achievements on the said grading periods are

dependent on their academic achievement Those students who are deanlsquos lister or academic

scholar (academic achievement) performed better than those who are not academic scholar

Academic scholars performed better and achieved more because of their abilities which made

them superior It is therefore implied that if the students are academic scholars they will have a

high grade on the said grading period The students who are academically achievers are expected

to perform better that those who are not High grade means expected achievement This finding

of this study concurs with the study of Green (2009) students who had a better grasp of the

material covered (earned higher grades) in their prerequisite math courses regardless of which

sequence they took and of course who had a higher (GPAs had greater probabilities of earning

better grades in the Business Statistics course The Pygmalion effect was observed in the

findings of this study on the correlation of achievement to the studentslsquo academic achievement

Table 24

Correlation Analysis on Achievements and Personal and academic Profile

26

Grading

Period


Status

Course Academic

Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Prelims 056 545 420 264 056 541 565 000 679 000

Midterms 101 268 513 023 072 434 602 000 648 001

Finals 077 402 476 071 193 034 623 000 875 000

Correlation Analysis on Achievements and Grades in Algebra Math of Investment As

shown on table 25 achievements of business statistics classes on ―prelims ―midterms ―finals

and grades in algebra and math of investment are significantly correlated at 05 level of

significance This means that the subjectslsquo achievements in business statistics class on the said

grading periods have direct correlation with the grades in Algebra and Math of investment It

could be said that when the subjectslsquo grade in Algebra and Math of investment is higher than

their expectations their achievement is high It shows that students with a high grade in their

previous Math courses have the same expectations with their grade in Business Statistics to be

high The students have self-prophesized that they will perform or attain success in Business

Statistics and this finding concurs with the findings of Green et al (2009) that students who took

the more rigorous math course prior to taking the Business Statistics course are among the better

students They further argued that prerequisite math course sequences that contain more credit

hours more rigorous coverage and more emphasis on calculus substantially increase the

probabilities that a student will earn better grades and reduce the possibilities of earning a

passing grade of 75 in Business Statistics

Table 25

Correlation Analysis on Achievements and Grades in Algebra Math of Investment

Grading Periods Grade in Algebra Grade in Math of Investment


Prelims 570 000 613 000

Midterms 621 000 662 000

Finals 651 000 669 000

Conclusions and Recommendations

The finding of this study to some extent is in parallel with the study of Eccles (as cited in

Achoui 2004) that adolescentslsquo beliefs about their Math competence and expectancies for

success in Math most strongly predict their subsequent Math grades even when the effects of

their previous grades are controlled for Studentslsquo valuing of mathematics most strongly predicts

their intentions to continue taking mathematics courses and their actual decisions to enroll in

advance math These findings emphasize the need to understand the influence of both

expectancies and values on individuallsquos achievement behavior In this study it was found out

that impressions and expectations of the students in Business Statistics have no definite self-

fulfilling prophecy to their achievements maybe because of its limitation to include the teacherslsquo

competence the classroom environment and the materials used in the class

The data reveals no salient explanation for the professor-student impression effect

suggesting that there may be more subtle explanations for the correlations There was no theory

that includes the role model effect which submits that students may be inspired by instructors of

27

the same gender to perform better in courses or the Pygmalion effect which suggests that some

students may perform better than others simply because they are expected to by their instructors

(the expectations may be conveyed either overtly or subconsciously) However both of these

effects are extremely difficult to document it is recommended that this study be replicated to

verify the initial findings and to further expound the scope of the study

The studentslsquo achievement observed in the study raises some interesting pedagogical and

institutional issues Given the sizes of the estimates reported in this study the Pygmalion effect

or self fulfilling prophecy have an impact in a way on the relative performance of students

enrolled in Business Statistics in a way that the professor may not realized This finding was in

parallel with the findings of Jamieson et al (1989) that in real classroom studentslsquo expectation

can have a meaningful impact on their own behaviour and performance This study only focuses

on the studentslsquo impressions and expectations and achievement in Business Statistics whom the

author handled It is therefore recommended that conceptual replication of this study be

necessary to explore the prevalence of the phenomenon among students of differing ages

genders and abilities among different instructors and professors at different time of the year with

different and less artificial means of inducing expectancies and with different instructional

subject matters in Business disciplines It is also important to examine teaching and learning

statistics across these different fields to see if any trends or patterns can be consistently observed

In addition to institution-level considerations the results of this study suggest that

departments may wish to consider how student and professorlsquos impression and expectancy

interact to influence the learning environment Departments could pay special attention to the

course structure and skills they value when designing courses and grading schemes

Professorsinstructors themselves may also seek to more carefully consider the skills rewarded in

the courses Further while the author cannot make any general claims based on data anecdotal

evidence in the Business statistics literature suggests that professors may indeed choose methods

of presentation stories and examples that are potentially attractive to their students

Ultimately however this study only evidences the studentslsquo impression expectancy and

achievement using the Pygmalion effect or the self fulfilling prophecy and does not identify the

root causes of student perception to professors Nor does it comment on the likely outcomes of

the knowledge and skills and teaching style of the professor or the knowledge and skills and

learning style of the students Instead the results of the study suggest that there is a Pygmalion

effect or self prophecy effect on studentslsquo impression and expectation that influences them to

achieve academic success It is therefore necessary for the students and professors to know why

it would be beneficial to better understand why this interaction occurs It is suggested that this

may be a fruitful line for future inquiry

References

Achoui M (2004) Family Impact on Studentslsquo Motivation 1 Published in the Second

International Conference on Administrative Sciences Proceedings Retrieved from

facultykfupmedusaMGMmustafaidr_mustapha_achouifiles

Brooks J and Brooks as cited in httpwwwndt-edorgTeachingResources

ClassroomTipsConstructivist20_Learninghtm

28

Campbell Steven V Baronina Tatyana Reider Barbara (2003) Using Expectancy Theory to

Assess Group-Level Differences in Student Motivation A Replication in the Russian Far

East In Issues in Accounting Education Vol 18 2003 Retrieved from

httpwwwquestiacomgoogleScholarqstdocId=5001948568

Collis J and Hussey R (2009) Business Research A Practical Guide to Graduateand

Undergraduate Students (3rd

Edition Palgrave Macmillan in the UK

Grasso B (2007) The Pygmalion Effect Brian Mackenzies Successful Coaching (ISSN 1745-

7513) Issue 47 httpwwwbrianmaccoukarticlesscni47a1htm

Green J Stone C Zegeye Aand Charles T (2009) How Much Math Do Students Need to

Succeed in Business and Economics Statistics An ordered Probit Analysis Journal of

Statistics Education Vol 17 (3) 2009

Jamieson D et al (1987) Pygmalion Revisited New Evidence for student Expectancy Effects

in the Classroom Journal of Educational Psychology Vol 79(4) Dece 19878 461-466

from httppsycnetapaorgindexcfmfa=buyoptionToBuyampid=1988-21668-

001ampCFID=5370119ampCFTOKEN+74654262

Kuennen Eric W et al (2007) Student and Professor Gender Effects in Introductory Business

Statistics Journal of Statistics Education Volume 15 Number 3 (2007)

wwwamstatorgpublicationsjsev15n3kuennenhtml

n _a (2011) Filipino Beliefs Contradictions Values In Definitely Filipino The Bold for Online

Filipinos Retrieved from at httpdefinitelyfilipinocomblog20110417filipino-beliefs-

contradictions-values)

na (2011) Teaching with the Constructivist Learning Theory Retrieved from httpwwwndt-

edorgTeachingResourcesClassroomTipsConstructivist20_Learninghtm

n_a (2011) Family Dictionary of Education Terms Second Edition 2010 - 2011

Office of the Education Ombudsman Governorlsquos Office State of Washington

1-866-256-2597 wwwwaparentslearnorg

Philippines Commission on Higher Education (2006) CHED CMO 39 2006 Business Statistics

is a course known as Math 4 in the curriculum of Bachelor of Science in Business

Administration majors in Marketing Management Financial Management and Human

Resources Development Management

Philippines Commission on Higher Education (2007) CHED CMO 3 series 2007 Business

statistics is mandated as the last Math subject same in the curriculum of Bachelor of

Science in Accountancy

Ragos S (2007) Impact of Internet Cafeacute Industry in Pangasinan Basis for a Socio-economic

Model (unpublished dissertation) Virgen Milagrosa University Foundation (VMUF)San

Carlos City Pangasinan

Robins S and Judge T (2008) Essentials of Organizational Behavior Pearson Education Inc

Rochelle C and Dotterweich D (2007) Student Success In Business Statistics Journal of

Economics and Finance Education Vol 6 (1) Summer 2007

Sarrazin et al (2002) The influence of teacher expectation on student achievement in physical

education classes Pygmalion revisited European Journal of Social Psychology Vol 32

591-607 Retrieved from httponlineliubrarywileycomdoi101002ejsp109abstract

Sartain A (1945) Relation of Marks in College courses to the interestingness value and

difficulty of the courses Journal of Education Psychology Vol 36 (9) Retrieved from

httpwwwsciencedirectcomscience_ob=articleURLamp_udi=B6WYD-4NV6PVD-

29

4amp_user=10amp_coverDate=12311945amp-rdoc=1amp_fmt=highamp-

orig=searchamp_origin=searchamp_sort=damp_docanchor=ampview=camp_searchStrtld=15720190

86amp-rerunOrigin=scholargoogleamp_acct+C000050221amp_version+1amp-urlVersion=0amp-

userid=10ampmd5=822faa9d718b43ef192664ccf081ce1ampsearchtype=a

Schiefele U (1991) Interest learning and Motivation Educational Psychologist 26 (3 amp4)

299-323 Copyright 1991 Lawrence Erlbaum Associates Inc

Schugurensky Daniel (1968)History of Education Rosenthal and Jacobson publish Pygmalion

in the Classroom httpfcisoiseutorontoca~daniel_schugurenskyassignment1

1968rosenjacobhtml

teacherstoolboxcom (2011) The Expectancy-value Theory of Motivation

httpwwwcoukT_Expectancy-valuehtml

youlki22 A learners diary (2011) What is Pygmalion Effect and How Teachers Can Use It to

Achieve Better Performance Among Students Retrieved June 2011

httpwwwyousaytoocomwhat-is-pygmalion-effect-and-how-teachers-can-use-it-to-

achieve-better-948608

Welzel M( n_d) A study on factors determining the difficulty and interestingness of physics

problems PS4-B-paper4 Institute of Physics Education University of Bremen

Germany wwwipnuni-kieldeprojekteeserabook104-welpdf

2

analyze a business problem determine the appropriate statistical test and weigh the risks of each alternative These are not necessarily the same skills needed in other business disciplines Before a student enrolls in Business Statistics she is required to take one or more courses both in mathematics and statistics to provide necessary mathematical foundations for statistics However despite the prerequisite math courses many students do poorly in their business and economic statistics (become business statistics) course (Norris and Hudson as cited in Green etal 2009) According to Rochelle amp Dotterweich (2007) Business Statistics courses can be quite challenging for many students particularly those entering college with weak quantitative and critical thinking skills They further argued that students view these required quantitative and critical thinking courses as difficult and major hurdle to overcome and many enter Business statistics with anxiety and even fear According to Green (2009) Business statistics was allegedly the most hated and most unpopular course in the business program because of poor student performance due to statistics anxiety inadequate statistics instruction and inadequate math preparation before matriculation and inadequate math prerequisites prior to taking the statistics course

This paper explores the Pygmalion effect or self-fulfilling prophecy to studentslsquo impression expectations and achievement in Business Statistics class Specifically it sought to determine the studentslsquo impressions expectations and achievements in Business Statistics Class based on the Pygmalion effect or self fulfilling prophecy with regards to their personal profile (sex source of income and socio-economic status) and academic profile (course schedule academic achievement Grade in Algebra and Grade in Math of Investment) This paper also sought to determine the studentslsquo impressions and expectations on the characteristics of the course Business Statistics which focus on interestingness enjoyability usefulness and difficulty The correlation between and among impressions expectations and achievements of students in Business Statistics and the correlation of the same and their profile were also ascertained The main argument of this paper impressions and expectations can be a self-fulfilling prophecy to student achievement in Business Statistics

Several studies have previously examined the impacts of mathematics skills and topics on student performance in Business Statistics (Green 2009) However no study was ever conducted on the Pygmalion effect or self-fulfilling prophecy to student achievement or performance in Business Statistics in the Philippine context This paper only explores the studentslsquo impression expectations and achievements in Business Statistics class The teacher competence teacher characteristics the classroom environment and the materials used were taken as one dimension to characterize the Business Statistics class as interesting enjoyable useful and difficult The author believes that a studentlsquos impression and expectation will lead to achievement in a course particularly in Business Statistics

The Pygmalion Effect or Self Fulfilling Prophecy An Overview

Research shows that people make assumptions about onelsquos credibility professionalism

and sincerity within a few seconds of meeting a person for the first time The way a person

present himself--dress body language attitude behaviormdashall impact on how others perceive

himher (Kirk 2010) According to Bernieri (as cited in Kirk 2010) if your students think the

class will be interesting and useful and that you are a credible professor on the first day they will

tend to think that throughout the semester Bernieri found out in his experiment that he

conducted at Oregon State University where he discussed his syllabus the first day of class and

then had the students filled out a teaching evaluation form At the end of the semester they

completed the same form He found the rating the students gave him at the end of the semester

was essentially the same as that given the first day (Kirk 2010) The finding of Ambady (as

cited in Kirk 2010) concurs with Bernieri She conducted a study at Tufts University where she

showed students a ten second video of professors they had never met Their ratings of the

3


















true

























4





































Expectancy



in the learning

Value

The value of the

learning to the

learning

Motivation = X

Figure 1


5







METHODOLOGY

Research Design



















ed 2011) However in















6


accounting subjects




















Instruments




















7










































8










































9






























Table 1


f

n=121

Mean

Course




Gender

- Male 38 31

- Female 83 69

Source of Income

- Allowance 105 868



10























Allowance 1 8



- Class B (50001 to 100000) 5 4

- Class C (15001 to 50000) 37 31

- Class D (8001 to 15000) 44 36

- Class E ( below 8000) 31 26


- Deans list 52 430







Scholar 1 8


Scholar 1 8


11












































12






























Table 3




Table 2



Course








13









Table 4



n=121











Grade of 128








with ―Difficulty

Table 5









14




000 No Correlation





Midterm Grade























Table 6


Course

Characteristics

Coefficient

of

Correlation

Descriptive Value

Coefficient

of

Correlation

Descriptive Value









000 No Correlation

15







Table 7













Table 8











000 No Correlation












000 No Correlation

16



Table 9












000 No Correlation


Achievements












Table 10













17









the tasks and so on

Table 11
















final grade
















Table 12


18



























and difficult

Table 13
















19



Table 14


Business Statistics

Grades

Coefficient


















Table 15


Impressions












20


profile





















Table 16




Achievement

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig


Enjoyability 123 178 306 880 -191 036 271 031 797 000







21







Table 17


Course

Characteristics


Coefficient of

correlation Sig

Coefficient of

correlation Sig



Usefulness 048 608 021 820

Difficulty -130 164 -110 236






















Table 18


Course

Characteristics


Status

Course Academic

Achievement

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

22



Enjoyability 136 138 321 820 -084 362 202 175 228 100

Usefulness -046 618 360 208 -062 501 198 093 241 972

Difficulty -043 638 414 652 120 188 188 368 418 928














Table 19


Course

Characteristics





Usefulness 122 188 162 079

Difficulty 029 753 075 422







of income









23








Table 20


Course

Characteristics


Achievement

Coefficient of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig


Usefulness -117 201 370 168 -085 355 108 493 314 748

Difficulty -095 298 345 938 032 727 173 459 353 995
















is enjoyable

Table 21


Characteristics





Usefulness 103 269 178 054

Difficulty 069 459 103 266





24


















Table 22


Course

Characteristics


Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig


Usefulness -085 352 473 008 014 877 058 816 329 669

Difficulty 005 952 355 645 114 212 129 572 387 799






Table 23


Characteristics





Usefulness 063 498 041 662

Difficulty -103 267 -036 699



25













of income





























Table 24


26

Grading

Period


Status

Course Academic

Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Prelims 056 545 420 264 056 541 565 000 679 000

Midterms 101 268 513 023 072 434 602 000 648 001

Finals 077 402 476 071 193 034 623 000 875 000
















Table 25




Prelims 570 000 613 000

Midterms 621 000 662 000

Finals 651 000 669 000















27




































References






28















































29









1968rosenjacobhtml










3


















true

























4





































Expectancy



in the learning

Value

The value of the

learning to the

learning

Motivation = X

Figure 1


5







METHODOLOGY

Research Design



















ed 2011) However in















6


accounting subjects




















Instruments




















7










































8










































9






























Table 1


f

n=121

Mean

Course




Gender

- Male 38 31

- Female 83 69

Source of Income

- Allowance 105 868



10























Allowance 1 8



- Class B (50001 to 100000) 5 4

- Class C (15001 to 50000) 37 31

- Class D (8001 to 15000) 44 36

- Class E ( below 8000) 31 26


- Deans list 52 430







Scholar 1 8


Scholar 1 8


11












































12






























Table 3




Table 2



Course








13









Table 4



n=121











Grade of 128








with ―Difficulty

Table 5









14




000 No Correlation





Midterm Grade























Table 6


Course

Characteristics

Coefficient

of

Correlation

Descriptive Value

Coefficient

of

Correlation

Descriptive Value









000 No Correlation

15







Table 7













Table 8











000 No Correlation












000 No Correlation

16



Table 9












000 No Correlation


Achievements












Table 10













17









the tasks and so on

Table 11
















final grade
















Table 12


18



























and difficult

Table 13
















19



Table 14


Business Statistics

Grades

Coefficient


















Table 15


Impressions












20


profile





















Table 16




Achievement

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig


Enjoyability 123 178 306 880 -191 036 271 031 797 000







21







Table 17


Course

Characteristics


Coefficient of

correlation Sig

Coefficient of

correlation Sig



Usefulness 048 608 021 820

Difficulty -130 164 -110 236






















Table 18


Course

Characteristics


Status

Course Academic

Achievement

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

22



Enjoyability 136 138 321 820 -084 362 202 175 228 100

Usefulness -046 618 360 208 -062 501 198 093 241 972

Difficulty -043 638 414 652 120 188 188 368 418 928














Table 19


Course

Characteristics





Usefulness 122 188 162 079

Difficulty 029 753 075 422







of income









23








Table 20


Course

Characteristics


Achievement

Coefficient of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig


Usefulness -117 201 370 168 -085 355 108 493 314 748

Difficulty -095 298 345 938 032 727 173 459 353 995
















is enjoyable

Table 21


Characteristics





Usefulness 103 269 178 054

Difficulty 069 459 103 266





24


















Table 22


Course

Characteristics


Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig


Usefulness -085 352 473 008 014 877 058 816 329 669

Difficulty 005 952 355 645 114 212 129 572 387 799






Table 23


Characteristics





Usefulness 063 498 041 662

Difficulty -103 267 -036 699



25













of income





























Table 24


26

Grading

Period


Status

Course Academic

Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Prelims 056 545 420 264 056 541 565 000 679 000

Midterms 101 268 513 023 072 434 602 000 648 001

Finals 077 402 476 071 193 034 623 000 875 000
















Table 25




Prelims 570 000 613 000

Midterms 621 000 662 000

Finals 651 000 669 000















27




































References






28















































29









1968rosenjacobhtml










4





































Expectancy



in the learning

Value

The value of the

learning to the

learning

Motivation = X

Figure 1


5







METHODOLOGY

Research Design



















ed 2011) However in















6


accounting subjects




















Instruments




















7










































8










































9






























Table 1


f

n=121

Mean

Course




Gender

- Male 38 31

- Female 83 69

Source of Income

- Allowance 105 868



10























Allowance 1 8



- Class B (50001 to 100000) 5 4

- Class C (15001 to 50000) 37 31

- Class D (8001 to 15000) 44 36

- Class E ( below 8000) 31 26


- Deans list 52 430







Scholar 1 8


Scholar 1 8


11












































12






























Table 3




Table 2



Course








13









Table 4



n=121











Grade of 128








with ―Difficulty

Table 5









14




000 No Correlation





Midterm Grade























Table 6


Course

Characteristics

Coefficient

of

Correlation

Descriptive Value

Coefficient

of

Correlation

Descriptive Value









000 No Correlation

15







Table 7













Table 8











000 No Correlation












000 No Correlation

16



Table 9












000 No Correlation


Achievements












Table 10













17









the tasks and so on

Table 11
















final grade
















Table 12


18



























and difficult

Table 13
















19



Table 14


Business Statistics

Grades

Coefficient


















Table 15


Impressions












20


profile





















Table 16




Achievement

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig


Enjoyability 123 178 306 880 -191 036 271 031 797 000







21







Table 17


Course

Characteristics


Coefficient of

correlation Sig

Coefficient of

correlation Sig



Usefulness 048 608 021 820

Difficulty -130 164 -110 236






















Table 18


Course

Characteristics


Status

Course Academic

Achievement

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

22



Enjoyability 136 138 321 820 -084 362 202 175 228 100

Usefulness -046 618 360 208 -062 501 198 093 241 972

Difficulty -043 638 414 652 120 188 188 368 418 928














Table 19


Course

Characteristics





Usefulness 122 188 162 079

Difficulty 029 753 075 422







of income









23








Table 20


Course

Characteristics


Achievement

Coefficient of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig


Usefulness -117 201 370 168 -085 355 108 493 314 748

Difficulty -095 298 345 938 032 727 173 459 353 995
















is enjoyable

Table 21


Characteristics





Usefulness 103 269 178 054

Difficulty 069 459 103 266





24


















Table 22


Course

Characteristics


Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig


Usefulness -085 352 473 008 014 877 058 816 329 669

Difficulty 005 952 355 645 114 212 129 572 387 799






Table 23


Characteristics





Usefulness 063 498 041 662

Difficulty -103 267 -036 699



25













of income





























Table 24


26

Grading

Period


Status

Course Academic

Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Prelims 056 545 420 264 056 541 565 000 679 000

Midterms 101 268 513 023 072 434 602 000 648 001

Finals 077 402 476 071 193 034 623 000 875 000
















Table 25




Prelims 570 000 613 000

Midterms 621 000 662 000

Finals 651 000 669 000















27




































References






28















































29









1968rosenjacobhtml










5







METHODOLOGY

Research Design



















ed 2011) However in















6


accounting subjects




















Instruments




















7










































8










































9






























Table 1


f

n=121

Mean

Course




Gender

- Male 38 31

- Female 83 69

Source of Income

- Allowance 105 868



10























Allowance 1 8



- Class B (50001 to 100000) 5 4

- Class C (15001 to 50000) 37 31

- Class D (8001 to 15000) 44 36

- Class E ( below 8000) 31 26


- Deans list 52 430







Scholar 1 8


Scholar 1 8


11












































12






























Table 3




Table 2



Course








13









Table 4



n=121











Grade of 128








with ―Difficulty

Table 5









14




000 No Correlation





Midterm Grade























Table 6


Course

Characteristics

Coefficient

of

Correlation

Descriptive Value

Coefficient

of

Correlation

Descriptive Value









000 No Correlation

15







Table 7













Table 8











000 No Correlation












000 No Correlation

16



Table 9












000 No Correlation


Achievements












Table 10













17









the tasks and so on

Table 11
















final grade
















Table 12


18



























and difficult

Table 13
















19



Table 14


Business Statistics

Grades

Coefficient


















Table 15


Impressions












20


profile





















Table 16




Achievement

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig


Enjoyability 123 178 306 880 -191 036 271 031 797 000







21







Table 17


Course

Characteristics


Coefficient of

correlation Sig

Coefficient of

correlation Sig



Usefulness 048 608 021 820

Difficulty -130 164 -110 236






















Table 18


Course

Characteristics


Status

Course Academic

Achievement

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

22



Enjoyability 136 138 321 820 -084 362 202 175 228 100

Usefulness -046 618 360 208 -062 501 198 093 241 972

Difficulty -043 638 414 652 120 188 188 368 418 928














Table 19


Course

Characteristics





Usefulness 122 188 162 079

Difficulty 029 753 075 422







of income









23








Table 20


Course

Characteristics


Achievement

Coefficient of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig


Usefulness -117 201 370 168 -085 355 108 493 314 748

Difficulty -095 298 345 938 032 727 173 459 353 995
















is enjoyable

Table 21


Characteristics





Usefulness 103 269 178 054

Difficulty 069 459 103 266





24


















Table 22


Course

Characteristics


Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig


Usefulness -085 352 473 008 014 877 058 816 329 669

Difficulty 005 952 355 645 114 212 129 572 387 799






Table 23


Characteristics





Usefulness 063 498 041 662

Difficulty -103 267 -036 699



25













of income





























Table 24


26

Grading

Period


Status

Course Academic

Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Prelims 056 545 420 264 056 541 565 000 679 000

Midterms 101 268 513 023 072 434 602 000 648 001

Finals 077 402 476 071 193 034 623 000 875 000
















Table 25




Prelims 570 000 613 000

Midterms 621 000 662 000

Finals 651 000 669 000















27




































References






28















































29









1968rosenjacobhtml










6


accounting subjects




















Instruments




















7










































8










































9






























Table 1


f

n=121

Mean

Course




Gender

- Male 38 31

- Female 83 69

Source of Income

- Allowance 105 868



10























Allowance 1 8



- Class B (50001 to 100000) 5 4

- Class C (15001 to 50000) 37 31

- Class D (8001 to 15000) 44 36

- Class E ( below 8000) 31 26


- Deans list 52 430







Scholar 1 8


Scholar 1 8


11












































12






























Table 3




Table 2



Course








13









Table 4



n=121











Grade of 128








with ―Difficulty

Table 5









14




000 No Correlation





Midterm Grade























Table 6


Course

Characteristics

Coefficient

of

Correlation

Descriptive Value

Coefficient

of

Correlation

Descriptive Value









000 No Correlation

15







Table 7













Table 8











000 No Correlation












000 No Correlation

16



Table 9












000 No Correlation


Achievements












Table 10













17









the tasks and so on

Table 11
















final grade
















Table 12


18



























and difficult

Table 13
















19



Table 14


Business Statistics

Grades

Coefficient


















Table 15


Impressions












20


profile





















Table 16




Achievement

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig


Enjoyability 123 178 306 880 -191 036 271 031 797 000







21







Table 17


Course

Characteristics


Coefficient of

correlation Sig

Coefficient of

correlation Sig



Usefulness 048 608 021 820

Difficulty -130 164 -110 236






















Table 18


Course

Characteristics


Status

Course Academic

Achievement

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

22



Enjoyability 136 138 321 820 -084 362 202 175 228 100

Usefulness -046 618 360 208 -062 501 198 093 241 972

Difficulty -043 638 414 652 120 188 188 368 418 928














Table 19


Course

Characteristics





Usefulness 122 188 162 079

Difficulty 029 753 075 422







of income









23








Table 20


Course

Characteristics


Achievement

Coefficient of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig


Usefulness -117 201 370 168 -085 355 108 493 314 748

Difficulty -095 298 345 938 032 727 173 459 353 995
















is enjoyable

Table 21


Characteristics





Usefulness 103 269 178 054

Difficulty 069 459 103 266





24


















Table 22


Course

Characteristics


Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig


Usefulness -085 352 473 008 014 877 058 816 329 669

Difficulty 005 952 355 645 114 212 129 572 387 799






Table 23


Characteristics





Usefulness 063 498 041 662

Difficulty -103 267 -036 699



25













of income





























Table 24


26

Grading

Period


Status

Course Academic

Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Prelims 056 545 420 264 056 541 565 000 679 000

Midterms 101 268 513 023 072 434 602 000 648 001

Finals 077 402 476 071 193 034 623 000 875 000
















Table 25




Prelims 570 000 613 000

Midterms 621 000 662 000

Finals 651 000 669 000















27




































References






28















































29









1968rosenjacobhtml










7










































8










































9






























Table 1


f

n=121

Mean

Course




Gender

- Male 38 31

- Female 83 69

Source of Income

- Allowance 105 868



10























Allowance 1 8



- Class B (50001 to 100000) 5 4

- Class C (15001 to 50000) 37 31

- Class D (8001 to 15000) 44 36

- Class E ( below 8000) 31 26


- Deans list 52 430







Scholar 1 8


Scholar 1 8


11












































12






























Table 3




Table 2



Course








13









Table 4



n=121











Grade of 128








with ―Difficulty

Table 5









14




000 No Correlation





Midterm Grade























Table 6


Course

Characteristics

Coefficient

of

Correlation

Descriptive Value

Coefficient

of

Correlation

Descriptive Value









000 No Correlation

15







Table 7













Table 8











000 No Correlation












000 No Correlation

16



Table 9












000 No Correlation


Achievements












Table 10













17









the tasks and so on

Table 11
















final grade
















Table 12


18



























and difficult

Table 13
















19



Table 14


Business Statistics

Grades

Coefficient


















Table 15


Impressions












20


profile





















Table 16




Achievement

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig


Enjoyability 123 178 306 880 -191 036 271 031 797 000







21







Table 17


Course

Characteristics


Coefficient of

correlation Sig

Coefficient of

correlation Sig



Usefulness 048 608 021 820

Difficulty -130 164 -110 236






















Table 18


Course

Characteristics


Status

Course Academic

Achievement

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

22



Enjoyability 136 138 321 820 -084 362 202 175 228 100

Usefulness -046 618 360 208 -062 501 198 093 241 972

Difficulty -043 638 414 652 120 188 188 368 418 928














Table 19


Course

Characteristics





Usefulness 122 188 162 079

Difficulty 029 753 075 422







of income









23








Table 20


Course

Characteristics


Achievement

Coefficient of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig


Usefulness -117 201 370 168 -085 355 108 493 314 748

Difficulty -095 298 345 938 032 727 173 459 353 995
















is enjoyable

Table 21


Characteristics





Usefulness 103 269 178 054

Difficulty 069 459 103 266





24


















Table 22


Course

Characteristics


Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig


Usefulness -085 352 473 008 014 877 058 816 329 669

Difficulty 005 952 355 645 114 212 129 572 387 799






Table 23


Characteristics





Usefulness 063 498 041 662

Difficulty -103 267 -036 699



25













of income





























Table 24


26

Grading

Period


Status

Course Academic

Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Prelims 056 545 420 264 056 541 565 000 679 000

Midterms 101 268 513 023 072 434 602 000 648 001

Finals 077 402 476 071 193 034 623 000 875 000
















Table 25




Prelims 570 000 613 000

Midterms 621 000 662 000

Finals 651 000 669 000















27




































References






28















































29









1968rosenjacobhtml










8










































9






























Table 1


f

n=121

Mean

Course




Gender

- Male 38 31

- Female 83 69

Source of Income

- Allowance 105 868



10























Allowance 1 8



- Class B (50001 to 100000) 5 4

- Class C (15001 to 50000) 37 31

- Class D (8001 to 15000) 44 36

- Class E ( below 8000) 31 26


- Deans list 52 430







Scholar 1 8


Scholar 1 8


11












































12






























Table 3




Table 2



Course








13









Table 4



n=121











Grade of 128








with ―Difficulty

Table 5









14




000 No Correlation





Midterm Grade























Table 6


Course

Characteristics

Coefficient

of

Correlation

Descriptive Value

Coefficient

of

Correlation

Descriptive Value









000 No Correlation

15







Table 7













Table 8











000 No Correlation












000 No Correlation

16



Table 9












000 No Correlation


Achievements












Table 10













17









the tasks and so on

Table 11
















final grade
















Table 12


18



























and difficult

Table 13
















19



Table 14


Business Statistics

Grades

Coefficient


















Table 15


Impressions












20


profile





















Table 16




Achievement

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig


Enjoyability 123 178 306 880 -191 036 271 031 797 000







21







Table 17


Course

Characteristics


Coefficient of

correlation Sig

Coefficient of

correlation Sig



Usefulness 048 608 021 820

Difficulty -130 164 -110 236






















Table 18


Course

Characteristics


Status

Course Academic

Achievement

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

22



Enjoyability 136 138 321 820 -084 362 202 175 228 100

Usefulness -046 618 360 208 -062 501 198 093 241 972

Difficulty -043 638 414 652 120 188 188 368 418 928














Table 19


Course

Characteristics





Usefulness 122 188 162 079

Difficulty 029 753 075 422







of income









23








Table 20


Course

Characteristics


Achievement

Coefficient of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig


Usefulness -117 201 370 168 -085 355 108 493 314 748

Difficulty -095 298 345 938 032 727 173 459 353 995
















is enjoyable

Table 21


Characteristics





Usefulness 103 269 178 054

Difficulty 069 459 103 266





24


















Table 22


Course

Characteristics


Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig


Usefulness -085 352 473 008 014 877 058 816 329 669

Difficulty 005 952 355 645 114 212 129 572 387 799






Table 23


Characteristics





Usefulness 063 498 041 662

Difficulty -103 267 -036 699



25













of income





























Table 24


26

Grading

Period


Status

Course Academic

Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Prelims 056 545 420 264 056 541 565 000 679 000

Midterms 101 268 513 023 072 434 602 000 648 001

Finals 077 402 476 071 193 034 623 000 875 000
















Table 25




Prelims 570 000 613 000

Midterms 621 000 662 000

Finals 651 000 669 000















27




































References






28















































29









1968rosenjacobhtml










9






























Table 1


f

n=121

Mean

Course




Gender

- Male 38 31

- Female 83 69

Source of Income

- Allowance 105 868



10























Allowance 1 8



- Class B (50001 to 100000) 5 4

- Class C (15001 to 50000) 37 31

- Class D (8001 to 15000) 44 36

- Class E ( below 8000) 31 26


- Deans list 52 430







Scholar 1 8


Scholar 1 8


11












































12






























Table 3




Table 2



Course








13









Table 4



n=121











Grade of 128








with ―Difficulty

Table 5









14




000 No Correlation





Midterm Grade























Table 6


Course

Characteristics

Coefficient

of

Correlation

Descriptive Value

Coefficient

of

Correlation

Descriptive Value









000 No Correlation

15







Table 7













Table 8











000 No Correlation












000 No Correlation

16



Table 9












000 No Correlation


Achievements












Table 10













17









the tasks and so on

Table 11
















final grade
















Table 12


18



























and difficult

Table 13
















19



Table 14


Business Statistics

Grades

Coefficient


















Table 15


Impressions












20


profile





















Table 16




Achievement

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig


Enjoyability 123 178 306 880 -191 036 271 031 797 000







21







Table 17


Course

Characteristics


Coefficient of

correlation Sig

Coefficient of

correlation Sig



Usefulness 048 608 021 820

Difficulty -130 164 -110 236






















Table 18


Course

Characteristics


Status

Course Academic

Achievement

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

22



Enjoyability 136 138 321 820 -084 362 202 175 228 100

Usefulness -046 618 360 208 -062 501 198 093 241 972

Difficulty -043 638 414 652 120 188 188 368 418 928














Table 19


Course

Characteristics





Usefulness 122 188 162 079

Difficulty 029 753 075 422







of income









23








Table 20


Course

Characteristics


Achievement

Coefficient of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig


Usefulness -117 201 370 168 -085 355 108 493 314 748

Difficulty -095 298 345 938 032 727 173 459 353 995
















is enjoyable

Table 21


Characteristics





Usefulness 103 269 178 054

Difficulty 069 459 103 266





24


















Table 22


Course

Characteristics


Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig


Usefulness -085 352 473 008 014 877 058 816 329 669

Difficulty 005 952 355 645 114 212 129 572 387 799






Table 23


Characteristics





Usefulness 063 498 041 662

Difficulty -103 267 -036 699



25













of income





























Table 24


26

Grading

Period


Status

Course Academic

Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Prelims 056 545 420 264 056 541 565 000 679 000

Midterms 101 268 513 023 072 434 602 000 648 001

Finals 077 402 476 071 193 034 623 000 875 000
















Table 25




Prelims 570 000 613 000

Midterms 621 000 662 000

Finals 651 000 669 000















27




































References






28















































29









1968rosenjacobhtml










10























Allowance 1 8



- Class B (50001 to 100000) 5 4

- Class C (15001 to 50000) 37 31

- Class D (8001 to 15000) 44 36

- Class E ( below 8000) 31 26


- Deans list 52 430







Scholar 1 8


Scholar 1 8


11












































12






























Table 3




Table 2



Course








13









Table 4



n=121











Grade of 128








with ―Difficulty

Table 5









14




000 No Correlation





Midterm Grade























Table 6


Course

Characteristics

Coefficient

of

Correlation

Descriptive Value

Coefficient

of

Correlation

Descriptive Value









000 No Correlation

15







Table 7













Table 8











000 No Correlation












000 No Correlation

16



Table 9












000 No Correlation


Achievements












Table 10













17









the tasks and so on

Table 11
















final grade
















Table 12


18



























and difficult

Table 13
















19



Table 14


Business Statistics

Grades

Coefficient


















Table 15


Impressions












20


profile





















Table 16




Achievement

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig


Enjoyability 123 178 306 880 -191 036 271 031 797 000







21







Table 17


Course

Characteristics


Coefficient of

correlation Sig

Coefficient of

correlation Sig



Usefulness 048 608 021 820

Difficulty -130 164 -110 236






















Table 18


Course

Characteristics


Status

Course Academic

Achievement

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

22



Enjoyability 136 138 321 820 -084 362 202 175 228 100

Usefulness -046 618 360 208 -062 501 198 093 241 972

Difficulty -043 638 414 652 120 188 188 368 418 928














Table 19


Course

Characteristics





Usefulness 122 188 162 079

Difficulty 029 753 075 422







of income









23








Table 20


Course

Characteristics


Achievement

Coefficient of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig


Usefulness -117 201 370 168 -085 355 108 493 314 748

Difficulty -095 298 345 938 032 727 173 459 353 995
















is enjoyable

Table 21


Characteristics





Usefulness 103 269 178 054

Difficulty 069 459 103 266





24


















Table 22


Course

Characteristics


Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig


Usefulness -085 352 473 008 014 877 058 816 329 669

Difficulty 005 952 355 645 114 212 129 572 387 799






Table 23


Characteristics





Usefulness 063 498 041 662

Difficulty -103 267 -036 699



25













of income





























Table 24


26

Grading

Period


Status

Course Academic

Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Prelims 056 545 420 264 056 541 565 000 679 000

Midterms 101 268 513 023 072 434 602 000 648 001

Finals 077 402 476 071 193 034 623 000 875 000
















Table 25




Prelims 570 000 613 000

Midterms 621 000 662 000

Finals 651 000 669 000















27




































References






28















































29









1968rosenjacobhtml










11












































12






























Table 3




Table 2



Course








13









Table 4



n=121











Grade of 128








with ―Difficulty

Table 5









14




000 No Correlation





Midterm Grade























Table 6


Course

Characteristics

Coefficient

of

Correlation

Descriptive Value

Coefficient

of

Correlation

Descriptive Value









000 No Correlation

15







Table 7













Table 8











000 No Correlation












000 No Correlation

16



Table 9












000 No Correlation


Achievements












Table 10













17









the tasks and so on

Table 11
















final grade
















Table 12


18



























and difficult

Table 13
















19



Table 14


Business Statistics

Grades

Coefficient


















Table 15


Impressions












20


profile





















Table 16




Achievement

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig


Enjoyability 123 178 306 880 -191 036 271 031 797 000







21







Table 17


Course

Characteristics


Coefficient of

correlation Sig

Coefficient of

correlation Sig



Usefulness 048 608 021 820

Difficulty -130 164 -110 236






















Table 18


Course

Characteristics


Status

Course Academic

Achievement

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

22



Enjoyability 136 138 321 820 -084 362 202 175 228 100

Usefulness -046 618 360 208 -062 501 198 093 241 972

Difficulty -043 638 414 652 120 188 188 368 418 928














Table 19


Course

Characteristics





Usefulness 122 188 162 079

Difficulty 029 753 075 422







of income









23








Table 20


Course

Characteristics


Achievement

Coefficient of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig


Usefulness -117 201 370 168 -085 355 108 493 314 748

Difficulty -095 298 345 938 032 727 173 459 353 995
















is enjoyable

Table 21


Characteristics





Usefulness 103 269 178 054

Difficulty 069 459 103 266





24


















Table 22


Course

Characteristics


Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig


Usefulness -085 352 473 008 014 877 058 816 329 669

Difficulty 005 952 355 645 114 212 129 572 387 799






Table 23


Characteristics





Usefulness 063 498 041 662

Difficulty -103 267 -036 699



25













of income





























Table 24


26

Grading

Period


Status

Course Academic

Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Prelims 056 545 420 264 056 541 565 000 679 000

Midterms 101 268 513 023 072 434 602 000 648 001

Finals 077 402 476 071 193 034 623 000 875 000
















Table 25




Prelims 570 000 613 000

Midterms 621 000 662 000

Finals 651 000 669 000















27




































References






28















































29









1968rosenjacobhtml










12






























Table 3




Table 2



Course








13









Table 4



n=121











Grade of 128








with ―Difficulty

Table 5









14




000 No Correlation





Midterm Grade























Table 6


Course

Characteristics

Coefficient

of

Correlation

Descriptive Value

Coefficient

of

Correlation

Descriptive Value









000 No Correlation

15







Table 7













Table 8











000 No Correlation












000 No Correlation

16



Table 9












000 No Correlation


Achievements












Table 10













17









the tasks and so on

Table 11
















final grade
















Table 12


18



























and difficult

Table 13
















19



Table 14


Business Statistics

Grades

Coefficient


















Table 15


Impressions












20


profile





















Table 16




Achievement

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig


Enjoyability 123 178 306 880 -191 036 271 031 797 000







21







Table 17


Course

Characteristics


Coefficient of

correlation Sig

Coefficient of

correlation Sig



Usefulness 048 608 021 820

Difficulty -130 164 -110 236






















Table 18


Course

Characteristics


Status

Course Academic

Achievement

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

22



Enjoyability 136 138 321 820 -084 362 202 175 228 100

Usefulness -046 618 360 208 -062 501 198 093 241 972

Difficulty -043 638 414 652 120 188 188 368 418 928














Table 19


Course

Characteristics





Usefulness 122 188 162 079

Difficulty 029 753 075 422







of income









23








Table 20


Course

Characteristics


Achievement

Coefficient of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig


Usefulness -117 201 370 168 -085 355 108 493 314 748

Difficulty -095 298 345 938 032 727 173 459 353 995
















is enjoyable

Table 21


Characteristics





Usefulness 103 269 178 054

Difficulty 069 459 103 266





24


















Table 22


Course

Characteristics


Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig


Usefulness -085 352 473 008 014 877 058 816 329 669

Difficulty 005 952 355 645 114 212 129 572 387 799






Table 23


Characteristics





Usefulness 063 498 041 662

Difficulty -103 267 -036 699



25













of income





























Table 24


26

Grading

Period


Status

Course Academic

Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Prelims 056 545 420 264 056 541 565 000 679 000

Midterms 101 268 513 023 072 434 602 000 648 001

Finals 077 402 476 071 193 034 623 000 875 000
















Table 25




Prelims 570 000 613 000

Midterms 621 000 662 000

Finals 651 000 669 000















27




































References






28















































29









1968rosenjacobhtml










13









Table 4



n=121











Grade of 128








with ―Difficulty

Table 5









14




000 No Correlation





Midterm Grade























Table 6


Course

Characteristics

Coefficient

of

Correlation

Descriptive Value

Coefficient

of

Correlation

Descriptive Value









000 No Correlation

15







Table 7













Table 8











000 No Correlation












000 No Correlation

16



Table 9












000 No Correlation


Achievements












Table 10













17









the tasks and so on

Table 11
















final grade
















Table 12


18



























and difficult

Table 13
















19



Table 14


Business Statistics

Grades

Coefficient


















Table 15


Impressions












20


profile





















Table 16




Achievement

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig


Enjoyability 123 178 306 880 -191 036 271 031 797 000







21







Table 17


Course

Characteristics


Coefficient of

correlation Sig

Coefficient of

correlation Sig



Usefulness 048 608 021 820

Difficulty -130 164 -110 236






















Table 18


Course

Characteristics


Status

Course Academic

Achievement

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

22



Enjoyability 136 138 321 820 -084 362 202 175 228 100

Usefulness -046 618 360 208 -062 501 198 093 241 972

Difficulty -043 638 414 652 120 188 188 368 418 928














Table 19


Course

Characteristics





Usefulness 122 188 162 079

Difficulty 029 753 075 422







of income









23








Table 20


Course

Characteristics


Achievement

Coefficient of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig


Usefulness -117 201 370 168 -085 355 108 493 314 748

Difficulty -095 298 345 938 032 727 173 459 353 995
















is enjoyable

Table 21


Characteristics





Usefulness 103 269 178 054

Difficulty 069 459 103 266





24


















Table 22


Course

Characteristics


Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig


Usefulness -085 352 473 008 014 877 058 816 329 669

Difficulty 005 952 355 645 114 212 129 572 387 799






Table 23


Characteristics





Usefulness 063 498 041 662

Difficulty -103 267 -036 699



25













of income





























Table 24


26

Grading

Period


Status

Course Academic

Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Prelims 056 545 420 264 056 541 565 000 679 000

Midterms 101 268 513 023 072 434 602 000 648 001

Finals 077 402 476 071 193 034 623 000 875 000
















Table 25




Prelims 570 000 613 000

Midterms 621 000 662 000

Finals 651 000 669 000















27




































References






28















































29









1968rosenjacobhtml










14




000 No Correlation





Midterm Grade























Table 6


Course

Characteristics

Coefficient

of

Correlation

Descriptive Value

Coefficient

of

Correlation

Descriptive Value









000 No Correlation

15







Table 7













Table 8











000 No Correlation












000 No Correlation

16



Table 9












000 No Correlation


Achievements












Table 10













17









the tasks and so on

Table 11
















final grade
















Table 12


18



























and difficult

Table 13
















19



Table 14


Business Statistics

Grades

Coefficient


















Table 15


Impressions












20


profile





















Table 16




Achievement

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig


Enjoyability 123 178 306 880 -191 036 271 031 797 000







21







Table 17


Course

Characteristics


Coefficient of

correlation Sig

Coefficient of

correlation Sig



Usefulness 048 608 021 820

Difficulty -130 164 -110 236






















Table 18


Course

Characteristics


Status

Course Academic

Achievement

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

22



Enjoyability 136 138 321 820 -084 362 202 175 228 100

Usefulness -046 618 360 208 -062 501 198 093 241 972

Difficulty -043 638 414 652 120 188 188 368 418 928














Table 19


Course

Characteristics





Usefulness 122 188 162 079

Difficulty 029 753 075 422







of income









23








Table 20


Course

Characteristics


Achievement

Coefficient of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig


Usefulness -117 201 370 168 -085 355 108 493 314 748

Difficulty -095 298 345 938 032 727 173 459 353 995
















is enjoyable

Table 21


Characteristics





Usefulness 103 269 178 054

Difficulty 069 459 103 266





24


















Table 22


Course

Characteristics


Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig


Usefulness -085 352 473 008 014 877 058 816 329 669

Difficulty 005 952 355 645 114 212 129 572 387 799






Table 23


Characteristics





Usefulness 063 498 041 662

Difficulty -103 267 -036 699



25













of income





























Table 24


26

Grading

Period


Status

Course Academic

Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Prelims 056 545 420 264 056 541 565 000 679 000

Midterms 101 268 513 023 072 434 602 000 648 001

Finals 077 402 476 071 193 034 623 000 875 000
















Table 25




Prelims 570 000 613 000

Midterms 621 000 662 000

Finals 651 000 669 000















27




































References






28















































29









1968rosenjacobhtml










15







Table 7













Table 8











000 No Correlation












000 No Correlation

16



Table 9












000 No Correlation


Achievements












Table 10













17









the tasks and so on

Table 11
















final grade
















Table 12


18



























and difficult

Table 13
















19



Table 14


Business Statistics

Grades

Coefficient


















Table 15


Impressions












20


profile





















Table 16




Achievement

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig


Enjoyability 123 178 306 880 -191 036 271 031 797 000







21







Table 17


Course

Characteristics


Coefficient of

correlation Sig

Coefficient of

correlation Sig



Usefulness 048 608 021 820

Difficulty -130 164 -110 236






















Table 18


Course

Characteristics


Status

Course Academic

Achievement

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

22



Enjoyability 136 138 321 820 -084 362 202 175 228 100

Usefulness -046 618 360 208 -062 501 198 093 241 972

Difficulty -043 638 414 652 120 188 188 368 418 928














Table 19


Course

Characteristics





Usefulness 122 188 162 079

Difficulty 029 753 075 422







of income









23








Table 20


Course

Characteristics


Achievement

Coefficient of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig


Usefulness -117 201 370 168 -085 355 108 493 314 748

Difficulty -095 298 345 938 032 727 173 459 353 995
















is enjoyable

Table 21


Characteristics





Usefulness 103 269 178 054

Difficulty 069 459 103 266





24


















Table 22


Course

Characteristics


Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig


Usefulness -085 352 473 008 014 877 058 816 329 669

Difficulty 005 952 355 645 114 212 129 572 387 799






Table 23


Characteristics





Usefulness 063 498 041 662

Difficulty -103 267 -036 699



25













of income





























Table 24


26

Grading

Period


Status

Course Academic

Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Prelims 056 545 420 264 056 541 565 000 679 000

Midterms 101 268 513 023 072 434 602 000 648 001

Finals 077 402 476 071 193 034 623 000 875 000
















Table 25




Prelims 570 000 613 000

Midterms 621 000 662 000

Finals 651 000 669 000















27




































References






28















































29









1968rosenjacobhtml










16



Table 9












000 No Correlation


Achievements












Table 10













17









the tasks and so on

Table 11
















final grade
















Table 12


18



























and difficult

Table 13
















19



Table 14


Business Statistics

Grades

Coefficient


















Table 15


Impressions












20


profile





















Table 16




Achievement

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig


Enjoyability 123 178 306 880 -191 036 271 031 797 000







21







Table 17


Course

Characteristics


Coefficient of

correlation Sig

Coefficient of

correlation Sig



Usefulness 048 608 021 820

Difficulty -130 164 -110 236






















Table 18


Course

Characteristics


Status

Course Academic

Achievement

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

22



Enjoyability 136 138 321 820 -084 362 202 175 228 100

Usefulness -046 618 360 208 -062 501 198 093 241 972

Difficulty -043 638 414 652 120 188 188 368 418 928














Table 19


Course

Characteristics





Usefulness 122 188 162 079

Difficulty 029 753 075 422







of income









23








Table 20


Course

Characteristics


Achievement

Coefficient of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig


Usefulness -117 201 370 168 -085 355 108 493 314 748

Difficulty -095 298 345 938 032 727 173 459 353 995
















is enjoyable

Table 21


Characteristics





Usefulness 103 269 178 054

Difficulty 069 459 103 266





24


















Table 22


Course

Characteristics


Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig


Usefulness -085 352 473 008 014 877 058 816 329 669

Difficulty 005 952 355 645 114 212 129 572 387 799






Table 23


Characteristics





Usefulness 063 498 041 662

Difficulty -103 267 -036 699



25













of income





























Table 24


26

Grading

Period


Status

Course Academic

Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Prelims 056 545 420 264 056 541 565 000 679 000

Midterms 101 268 513 023 072 434 602 000 648 001

Finals 077 402 476 071 193 034 623 000 875 000
















Table 25




Prelims 570 000 613 000

Midterms 621 000 662 000

Finals 651 000 669 000















27




































References






28















































29









1968rosenjacobhtml










17









the tasks and so on

Table 11
















final grade
















Table 12


18



























and difficult

Table 13
















19



Table 14


Business Statistics

Grades

Coefficient


















Table 15


Impressions












20


profile





















Table 16




Achievement

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig


Enjoyability 123 178 306 880 -191 036 271 031 797 000







21







Table 17


Course

Characteristics


Coefficient of

correlation Sig

Coefficient of

correlation Sig



Usefulness 048 608 021 820

Difficulty -130 164 -110 236






















Table 18


Course

Characteristics


Status

Course Academic

Achievement

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

22



Enjoyability 136 138 321 820 -084 362 202 175 228 100

Usefulness -046 618 360 208 -062 501 198 093 241 972

Difficulty -043 638 414 652 120 188 188 368 418 928














Table 19


Course

Characteristics





Usefulness 122 188 162 079

Difficulty 029 753 075 422







of income









23








Table 20


Course

Characteristics


Achievement

Coefficient of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig


Usefulness -117 201 370 168 -085 355 108 493 314 748

Difficulty -095 298 345 938 032 727 173 459 353 995
















is enjoyable

Table 21


Characteristics





Usefulness 103 269 178 054

Difficulty 069 459 103 266





24


















Table 22


Course

Characteristics


Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig


Usefulness -085 352 473 008 014 877 058 816 329 669

Difficulty 005 952 355 645 114 212 129 572 387 799






Table 23


Characteristics





Usefulness 063 498 041 662

Difficulty -103 267 -036 699



25













of income





























Table 24


26

Grading

Period


Status

Course Academic

Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Prelims 056 545 420 264 056 541 565 000 679 000

Midterms 101 268 513 023 072 434 602 000 648 001

Finals 077 402 476 071 193 034 623 000 875 000
















Table 25




Prelims 570 000 613 000

Midterms 621 000 662 000

Finals 651 000 669 000















27




































References






28















































29









1968rosenjacobhtml










18



























and difficult

Table 13
















19



Table 14


Business Statistics

Grades

Coefficient


















Table 15


Impressions












20


profile





















Table 16




Achievement

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig


Enjoyability 123 178 306 880 -191 036 271 031 797 000







21







Table 17


Course

Characteristics


Coefficient of

correlation Sig

Coefficient of

correlation Sig



Usefulness 048 608 021 820

Difficulty -130 164 -110 236






















Table 18


Course

Characteristics


Status

Course Academic

Achievement

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

22



Enjoyability 136 138 321 820 -084 362 202 175 228 100

Usefulness -046 618 360 208 -062 501 198 093 241 972

Difficulty -043 638 414 652 120 188 188 368 418 928














Table 19


Course

Characteristics





Usefulness 122 188 162 079

Difficulty 029 753 075 422







of income









23








Table 20


Course

Characteristics


Achievement

Coefficient of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig


Usefulness -117 201 370 168 -085 355 108 493 314 748

Difficulty -095 298 345 938 032 727 173 459 353 995
















is enjoyable

Table 21


Characteristics





Usefulness 103 269 178 054

Difficulty 069 459 103 266





24


















Table 22


Course

Characteristics


Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig


Usefulness -085 352 473 008 014 877 058 816 329 669

Difficulty 005 952 355 645 114 212 129 572 387 799






Table 23


Characteristics





Usefulness 063 498 041 662

Difficulty -103 267 -036 699



25













of income





























Table 24


26

Grading

Period


Status

Course Academic

Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Prelims 056 545 420 264 056 541 565 000 679 000

Midterms 101 268 513 023 072 434 602 000 648 001

Finals 077 402 476 071 193 034 623 000 875 000
















Table 25




Prelims 570 000 613 000

Midterms 621 000 662 000

Finals 651 000 669 000















27




































References






28















































29









1968rosenjacobhtml










19



Table 14


Business Statistics

Grades

Coefficient


















Table 15


Impressions












20


profile





















Table 16




Achievement

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig


Enjoyability 123 178 306 880 -191 036 271 031 797 000







21







Table 17


Course

Characteristics


Coefficient of

correlation Sig

Coefficient of

correlation Sig



Usefulness 048 608 021 820

Difficulty -130 164 -110 236






















Table 18


Course

Characteristics


Status

Course Academic

Achievement

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

22



Enjoyability 136 138 321 820 -084 362 202 175 228 100

Usefulness -046 618 360 208 -062 501 198 093 241 972

Difficulty -043 638 414 652 120 188 188 368 418 928














Table 19


Course

Characteristics





Usefulness 122 188 162 079

Difficulty 029 753 075 422







of income









23








Table 20


Course

Characteristics


Achievement

Coefficient of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig


Usefulness -117 201 370 168 -085 355 108 493 314 748

Difficulty -095 298 345 938 032 727 173 459 353 995
















is enjoyable

Table 21


Characteristics





Usefulness 103 269 178 054

Difficulty 069 459 103 266





24


















Table 22


Course

Characteristics


Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig


Usefulness -085 352 473 008 014 877 058 816 329 669

Difficulty 005 952 355 645 114 212 129 572 387 799






Table 23


Characteristics





Usefulness 063 498 041 662

Difficulty -103 267 -036 699



25













of income





























Table 24


26

Grading

Period


Status

Course Academic

Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Prelims 056 545 420 264 056 541 565 000 679 000

Midterms 101 268 513 023 072 434 602 000 648 001

Finals 077 402 476 071 193 034 623 000 875 000
















Table 25




Prelims 570 000 613 000

Midterms 621 000 662 000

Finals 651 000 669 000















27




































References






28















































29









1968rosenjacobhtml










20


profile





















Table 16




Achievement

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig

Coefficient

of correlation

Sig


Enjoyability 123 178 306 880 -191 036 271 031 797 000







21







Table 17


Course

Characteristics


Coefficient of

correlation Sig

Coefficient of

correlation Sig



Usefulness 048 608 021 820

Difficulty -130 164 -110 236






















Table 18


Course

Characteristics


Status

Course Academic

Achievement

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

22



Enjoyability 136 138 321 820 -084 362 202 175 228 100

Usefulness -046 618 360 208 -062 501 198 093 241 972

Difficulty -043 638 414 652 120 188 188 368 418 928














Table 19


Course

Characteristics





Usefulness 122 188 162 079

Difficulty 029 753 075 422







of income









23








Table 20


Course

Characteristics


Achievement

Coefficient of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig


Usefulness -117 201 370 168 -085 355 108 493 314 748

Difficulty -095 298 345 938 032 727 173 459 353 995
















is enjoyable

Table 21


Characteristics





Usefulness 103 269 178 054

Difficulty 069 459 103 266





24


















Table 22


Course

Characteristics


Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig


Usefulness -085 352 473 008 014 877 058 816 329 669

Difficulty 005 952 355 645 114 212 129 572 387 799






Table 23


Characteristics





Usefulness 063 498 041 662

Difficulty -103 267 -036 699



25













of income





























Table 24


26

Grading

Period


Status

Course Academic

Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Prelims 056 545 420 264 056 541 565 000 679 000

Midterms 101 268 513 023 072 434 602 000 648 001

Finals 077 402 476 071 193 034 623 000 875 000
















Table 25




Prelims 570 000 613 000

Midterms 621 000 662 000

Finals 651 000 669 000















27




































References






28















































29









1968rosenjacobhtml










21







Table 17


Course

Characteristics


Coefficient of

correlation Sig

Coefficient of

correlation Sig



Usefulness 048 608 021 820

Difficulty -130 164 -110 236






















Table 18


Course

Characteristics


Status

Course Academic

Achievement

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

Coefficient

of Sig

22



Enjoyability 136 138 321 820 -084 362 202 175 228 100

Usefulness -046 618 360 208 -062 501 198 093 241 972

Difficulty -043 638 414 652 120 188 188 368 418 928














Table 19


Course

Characteristics





Usefulness 122 188 162 079

Difficulty 029 753 075 422







of income









23








Table 20


Course

Characteristics


Achievement

Coefficient of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig


Usefulness -117 201 370 168 -085 355 108 493 314 748

Difficulty -095 298 345 938 032 727 173 459 353 995
















is enjoyable

Table 21


Characteristics





Usefulness 103 269 178 054

Difficulty 069 459 103 266





24


















Table 22


Course

Characteristics


Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig


Usefulness -085 352 473 008 014 877 058 816 329 669

Difficulty 005 952 355 645 114 212 129 572 387 799






Table 23


Characteristics





Usefulness 063 498 041 662

Difficulty -103 267 -036 699



25













of income





























Table 24


26

Grading

Period


Status

Course Academic

Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Prelims 056 545 420 264 056 541 565 000 679 000

Midterms 101 268 513 023 072 434 602 000 648 001

Finals 077 402 476 071 193 034 623 000 875 000
















Table 25




Prelims 570 000 613 000

Midterms 621 000 662 000

Finals 651 000 669 000















27




































References






28















































29









1968rosenjacobhtml










22



Enjoyability 136 138 321 820 -084 362 202 175 228 100

Usefulness -046 618 360 208 -062 501 198 093 241 972

Difficulty -043 638 414 652 120 188 188 368 418 928














Table 19


Course

Characteristics





Usefulness 122 188 162 079

Difficulty 029 753 075 422







of income









23








Table 20


Course

Characteristics


Achievement

Coefficient of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig


Usefulness -117 201 370 168 -085 355 108 493 314 748

Difficulty -095 298 345 938 032 727 173 459 353 995
















is enjoyable

Table 21


Characteristics





Usefulness 103 269 178 054

Difficulty 069 459 103 266





24


















Table 22


Course

Characteristics


Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig


Usefulness -085 352 473 008 014 877 058 816 329 669

Difficulty 005 952 355 645 114 212 129 572 387 799






Table 23


Characteristics





Usefulness 063 498 041 662

Difficulty -103 267 -036 699



25













of income





























Table 24


26

Grading

Period


Status

Course Academic

Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Prelims 056 545 420 264 056 541 565 000 679 000

Midterms 101 268 513 023 072 434 602 000 648 001

Finals 077 402 476 071 193 034 623 000 875 000
















Table 25




Prelims 570 000 613 000

Midterms 621 000 662 000

Finals 651 000 669 000















27




































References






28















































29









1968rosenjacobhtml










23








Table 20


Course

Characteristics


Achievement

Coefficient of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig Coefficient

of

correlation

Sig


Usefulness -117 201 370 168 -085 355 108 493 314 748

Difficulty -095 298 345 938 032 727 173 459 353 995
















is enjoyable

Table 21


Characteristics





Usefulness 103 269 178 054

Difficulty 069 459 103 266





24


















Table 22


Course

Characteristics


Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig


Usefulness -085 352 473 008 014 877 058 816 329 669

Difficulty 005 952 355 645 114 212 129 572 387 799






Table 23


Characteristics





Usefulness 063 498 041 662

Difficulty -103 267 -036 699



25













of income





























Table 24


26

Grading

Period


Status

Course Academic

Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Prelims 056 545 420 264 056 541 565 000 679 000

Midterms 101 268 513 023 072 434 602 000 648 001

Finals 077 402 476 071 193 034 623 000 875 000
















Table 25




Prelims 570 000 613 000

Midterms 621 000 662 000

Finals 651 000 669 000















27




































References






28















































29









1968rosenjacobhtml










24


















Table 22


Course

Characteristics


Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig


Usefulness -085 352 473 008 014 877 058 816 329 669

Difficulty 005 952 355 645 114 212 129 572 387 799






Table 23


Characteristics





Usefulness 063 498 041 662

Difficulty -103 267 -036 699



25













of income





























Table 24


26

Grading

Period


Status

Course Academic

Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Prelims 056 545 420 264 056 541 565 000 679 000

Midterms 101 268 513 023 072 434 602 000 648 001

Finals 077 402 476 071 193 034 623 000 875 000
















Table 25




Prelims 570 000 613 000

Midterms 621 000 662 000

Finals 651 000 669 000















27




































References






28















































29









1968rosenjacobhtml










25













of income





























Table 24


26

Grading

Period


Status

Course Academic

Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Prelims 056 545 420 264 056 541 565 000 679 000

Midterms 101 268 513 023 072 434 602 000 648 001

Finals 077 402 476 071 193 034 623 000 875 000
















Table 25




Prelims 570 000 613 000

Midterms 621 000 662 000

Finals 651 000 669 000















27




































References






28















































29









1968rosenjacobhtml










26

Grading

Period


Status

Course Academic

Achievement

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Coefficient

of

correlation

Sig

Prelims 056 545 420 264 056 541 565 000 679 000

Midterms 101 268 513 023 072 434 602 000 648 001

Finals 077 402 476 071 193 034 623 000 875 000
















Table 25




Prelims 570 000 613 000

Midterms 621 000 662 000

Finals 651 000 669 000















27




































References






28















































29









1968rosenjacobhtml










27




































References






28















































29









1968rosenjacobhtml










28















































29









1968rosenjacobhtml










29









1968rosenjacobhtml










STUDENTS' IMPRESSIONS, EXPECTATIONS, AND ACHIEVEMENTS IN BUSINESS STATISTICS: THE PYGMALION EFFECT

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Transcript of STUDENTS' IMPRESSIONS, EXPECTATIONS, AND ACHIEVEMENTS IN BUSINESS STATISTICS: THE PYGMALION EFFECT