Vis enkel innførsel

dc.contributor.authorOpstad, Leiv
dc.contributor.authorÅrethun, Torbjørn
dc.date.accessioned2020-04-07T08:12:52Z
dc.date.available2020-04-07T08:12:52Z
dc.date.created2019-12-27T15:31:27Z
dc.date.issued2019
dc.identifier.citationWEI International Academic Conference Proceedings. 2019, 28-40.en_US
dc.identifier.issn2167-3179
dc.identifier.urihttps://hdl.handle.net/11250/2650594
dc.description.abstractStudents attending courses in theoretical mathematics (N- or S-maths) in high school obtain significantly better marks in Bachelor studies in business administration than students attending courses in applied mathematics (P-maths). The purpose of this article is to identify the reasons behind business students’ choice of course in mathematics in high school, and what impact this choice has on their performance on the introductory course in mathematics in business school. We conducted a survey among students attending the introductory course in two business schools in the autumn of 2017, with 213 respondents. Lack of interest in mathematics is a significant factor explaining students’ choice of courses in applied mathematics in high school. For students who found high school mathematics difficult, attending a P-course was the easiest way to graduate from high school. In addition, the effort required to pass a P-course was significantly less than that required to pass a theoretical course. Strategic reasoning might therefore also be a reason for taking P-courses. Those who opted for N-courses in high school had a profound interest in mathematics, while students choosing S-courses emphasized that attending those courses would enable them to complete university study in economics and business administration. Students attending P-courses at high school found that the introductory course in mathematics required more effort than did students with theoretical mathematics from high school.en_US
dc.language.isoengen_US
dc.publisherWest East Instituteen_US
dc.titleFactors Influencing Students' Choice of Mathematical Level at High School and the Impact this has on Performance on Business Courses in Norwayen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionacceptedVersionen_US
dc.source.pagenumber28-40en_US
dc.source.journalWEI International Academic Conference Proceedingsen_US
dc.identifier.doi10.36739/wei.prcdngs.1/2019.rm.4.2
dc.identifier.cristin1763984
dc.description.localcodeThis article will not be available due to copyright restrictions (c) 2019 by The West East Instituteen_US
cristin.ispublishedtrue
cristin.fulltextpostprint
cristin.qualitycode1


Tilhørende fil(er)

Thumbnail

Denne innførselen finnes i følgende samling(er)

Vis enkel innførsel