Examining the concurrent impact of teaching and assessment format on undergraduate students' academic performance in marketing
Higher Education, Skills and Work-Based Learning
ISSN: 2042-3896
Article publication date: 2 June 2022
Issue publication date: 8 September 2023
Abstract
Purpose
By focusing on a Greek traditional learning university, during and post Covid-19 restrictions, the study aims at examining the concurrent effects of teaching and assessment format on students' academic performance. The inclusion of case studies in course assessment post Covid-19 restrictions is also expected to give a rough insight into students' employability skills and workplace readiness.
Design/methodology/approach
The academic performance of 489 undergraduate students, as determined by the grades they earned, was measured in the final exams of business-to-business marketing and integrated marketing communication courses, held in January 2021 and 2022 at a Greek public university. The primary predictor variable or interest was “teaching and assessment format”, and took two values: (1) online teaching with multiple-choice assessment format (during Covid-19 restrictions) and (2) traditional classroom teaching with in-person case study and open-ended assessment format (post Covid-19 restrictions).
Findings
Grades were found to be affected by the participants' year of study, the type of marketing course, in which they were examined, and the teaching and assessment format employed. Either in whole or by gender, students appear to perform significantly worse in the traditional teaching with in-person case study and open-ended questions assessment format.
Practical implications
Good pedagogical practice in the use of digital technology is advised to incorporate diverse teaching tools and assessment methods.
Originality/value
Examination of the concurrent effects of teaching and assessment on academic performance unveils significant variation in students' academic performance under different formats, which may be attributable to multiple reasons.
Keywords
Acknowledgements
The authors would like to gratefully acknowledge helpful suggestions from the anonymous reviewers and editors on earlier versions of this article.
Funding: The authors received no financial support for the research, authorship, and/or publication of this article.
Publisher's note: The publisher of Higher Education, Skills and Work-Based Learning wishes to inform readers that the authors of the article “Examining the concurrent impact of teaching and assessment format on undergraduate students' academic performance in marketing”, by C. Livas and N. Karali (2022), DOI: 10.1108/HESWBL-02-2022-0039 have provided institutional confirmation that the research was compliant with GDPR and followed all institutional research procedures.
Citation
Livas, C. and Karali, N. (2023), "Examining the concurrent impact of teaching and assessment format on undergraduate students' academic performance in marketing", Higher Education, Skills and Work-Based Learning, Vol. 13 No. 4, pp. 758-771. https://doi.org/10.1108/HESWBL-02-2022-0039
Publisher
:Emerald Publishing Limited
Copyright © 2022, Emerald Publishing Limited