Factors Associated with Student Performance in Investment Portfolio Management: An Empirical Investigation

• In Event: Teaching, Learning and Curriculum 1

Abstract

Using several statistical tests (including one-way ANOAVA, Pearson and Spearman correlations, and OLS regression analysis) this paper examines some determinants of student performance in an undergraduate Investment Portfolio Management course. Of the three motivation factors studied (the grade the student would like to make in the course, intention to take the Chartered Financial Analyst or the Certified Financial Planner examination, and intention to attend graduate school) only the first has some association with student performance. Of the effort factors (class participation, homework, and course study hours) only class participation and homework have positive explanatory power for student performance. None of the three distraction factors studied (job hours, job type, and course load for the semester) has any significant effect on student performance. Both prior ability factors studied (the grade in a pre-requisite investment course, and overall GPA) have significant association with student performance. Finally, none of the four self-perceived ability factors used in the study (writing, math, reading, and listening) has any positive association with student performance indicating that students tend to over-estimate their abilities in these areas.

Authors

• Keshav Gupta, Kutztown University of Pennsylvania

• Mostafa M Maksy, Kutztown University of Penn