Does More And Better Information Enhance Student Performance On Marketing Projects?

Abstract

There is some controversy over the amount of guidance students need to complete course projects. One school of thought argues that students should have maximum information at their disposal, resulting in a better learning process and thus a better project. The other school of thought suggests that by giving the students too much guidance, the professor is stifling their creativity and original thought. This research examines both scenarios. The results indicate that minimum information provided by the professor encourages students to learn more. However, should the professor decide to provide the students with additional information, such information should be developed by the professor.