The effect of lecture/seminar attendance on exam results
| Název práce v češtině: | Efekt účasti na přednáškách/seminářích na známku z testu |
|---|---|
| Název v anglickém jazyce: | The effect of lecture/seminar attendance on exam results |
| Klíčová slova: | docházka, studijní výsledky, metoda nejmenší čtverců (OLS), dvoustupňová metoda nejmenší čtverců (2SLS), racionální rozhodování |
| Klíčová slova anglicky: | attendance, academic performance, ordinary least squares (OLS), two-stage least squares (2SLS), rational decision making |
| Akademický rok vypsání: | 2014/2015 |
| Typ práce: | bakalářská práce |
| Jazyk práce: | angličtina |
| Ústav: | Institut ekonomických studií (23-IES) |
| Vedoucí / školitel: | Mgr. Barbara Pertold-Gebicka, M.A., Ph.D. |
| Řešitel: | skrytý - zadáno vedoucím/školitelem |
| Datum přihlášení: | 11.05.2015 |
| Datum zadání: | 11.05.2015 |
| Datum a čas obhajoby: | 15.06.2016 08:00 |
| Místo konání obhajoby: | IES, m 314 |
| Datum odevzdání elektronické podoby: | 12.05.2016 |
| Datum proběhlé obhajoby: | 15.06.2016 |
| Oponenti: | Ing. Tomáš Želinský, Ph.D. |
| Kontrola URKUND: | |
| Seznam odborné literatury |
| Doyle, J. (1998): Rational decision making
The MIT Encyclopedia of the Cognitive Sciences pp. 701 - 703 Mankiw, G. N. (2011): Principles of Economics United States: South-Western Cengage Learning Romer, D. (1993): Do Students Go to Class? Should They? Journal of Economic Perspectives. 7(3): pp. 167 - 174. Schmidt, R. (1983): Who maximizes what? A study in student time allocation American Economic Review 73(2): pp. 23 - 28. Wooldridge, J. M. (2013): Introductory Econometrics United Kingdom: Cengage Learning EMEA |
| Předběžná náplň práce |
| At high schools class attendance is compulsory. Students have to go to school every day, unless they have some serious reasons. Otherwise, if they do not go to school, even if they study at home, they will be punished. On the other hand, at the universities, the situation is much more different. Attendance is in most cases not obligatory and it depends only on the students, if they choose to get up in the morning, visit the lecture and probably learn something new, or if they fall asleep again. This is a decision-making process that is based on making choices that result in the most optimal level of benefit or utility for the individual.
It is obvious that students take into account the advantages and disadvantages of visiting the lecture or seminar. They weigh whether the returns cover the costs (Does it pay off to spend one hour in the subway? Is the lecture worth it?). Therefore in my bachelor thesis I would like to describe the rational decision making process. In the empirical part, I will examine how attendance at lectures and seminars of the course Econometrics II affects the score from the test of the students. The first research will be conducted right after the midterm test in November 2015 and the second one after the final exams in February 2016. I will ask my classmates to respond to some questions related to their individual characteristics, course Econometrics I, hours they have studied for the test, how many lectures and seminars of the Econometrics II have they visited, and what is their score from the midterm test and final exam. These data will be collected using a questionnaire. Some of the research questions I would like to focus on are: How does attendance at the lecture and seminars affect exam results? Is this effect statistically significant? What are the other factors affecting the exam results? Outline: Introduction and literature review Rational decision making Description of the data Methods of estimation Empirical analysis Conclusion |