Table 2 Cross-classification of learning opportunities and covariates
From: How prior economic education influences beginning university students’ knowledge of economics
| Â | Gender | Migration background | Final grade | ||
|---|---|---|---|---|---|
Female | Male | No migration background | Migration background | ||
No vocational training | 213 80.1%a | 192 78.7%a | 270 76.5%b | 134 86.5%b | 400 2.36 |
Vocational training | 53 19.9%a | 52 21.3%a | 81 23.5%b | 21 13.5%b | 103 2.54 |
Total | 266 100%a | 244 100%a | 353 100%b | 155 100%b | 503 2.40 |
No course in economics as a major | 185 69.5%a | 143 59.1%a | 266 64%b | 100 65.4%b | 323 2.39 |
Course in economics as a major | 81 30.5%a | 99 40.9%a | 127 36%b | 53 34.6%b | 178 2.41 |
Total | 266 100%a | 242 100%a | 353 100%b | 153 100%b | 501 2.40 |
Standard upper secondary school | 195 73.3%a | 163 66.9%a | 261 73.9%b | 95 61.3%b | 353 2.37 |
Attendance of an upper secondary school specializing in economics | 71 26.7%a | 81 33.2%a | 92 26.1%b | 60 38.7%b | 150 2.47 |
Total | 266 100%a | 244 100%a | 353 100%b | 155 100%b | 503 2.4 |