The Impacts of Professors' Knowledge of Students' Names
Abstract
The author reports the results of a survey of 60 undergraduate finance majors in three sections of two courses. The purpose of the survey was to determine whether the students perceived any differences between classes in which the professor was familiar with their names and those in which the professor was not. Exploratory research was conducted in the fall of 2002, and the students completed the survey in the spring of 2003. The results of the survey indicate a direct relation between professors' knowledge of students' names and students' motivation.
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