Examining the relationships among background variables and academic performance of first year accounting students at an Irish University (original) (raw)
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The purpose of the study was to explore first-year accounting students' profile (N= 3075) in terms of academic performance over a period of five years (2010-2014) at a South African university. The objectives were to determine the impact of students' profile (age, gender, race) and the students' pre-university knowledge brought to lectures (language, subject choice, whether Accounting was a Grade 12 subject) on academic performance. A quantitative research method was used. The study concluded that student profile, in particular gender, race and pre-university knowledge of first-year accounting students, does have an impact on the academic performance. Interestingly, for the period 2010 to 2013, no correlations was found between Accounting I students' academic performance and languages other than English and Afrikaans but in 2014 significant correlations were found between Accounting I students' academic performance and two first languages; Sepedi and Sesotho. The findings identified trends for at-risk students consequently assisting to implement interventions to assist at-risk students to pass Accounting I. The study's limitations include, firstly, the use of only one university and, secondly, a sample size including only first-year Accounting students. The value of this study should enable the university to identify students who fit the profile in terms of passing Accounting I in their first year at an academic institution.
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The main purpose of this correlational study was to determine if there was any relationship between undergraduate students' attitudes to and academic performance in an accounting course. The study was also aimed at determining the factors that impacted students' attitudes. The study participants were undergraduate students who registered for the Introduction to Accounting course at the University of Technology, Jamaica. Data were collected via e-questionnaire and the students' academic scores. No sampling was done as all questionnaire link was sent to all 319 students who did the course. Two hundred students completed the e-questionnaire, resulting in a response rate of 62.7%. The results showed that overall, the students' performance was fairly good. The results also revealed significant positive relationships between assessments the formative and summative assessments. However, there was a low negative relationship (r = −.173) between the respondents' attitudes and performance in assessment two only. The factors that influenced students' attitudes toward the accounting course were attitudes, regret, and third-party influences. Based on the results, recommendations were made to improve students' attitudes to and academic performance in the course.
Some Determinants of Student Performance in University Accounting Examinations
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This paper is concerned with one aspect of the efficiency of accounting education, that is the pass/fail performance of students at examinations. The paper initially looks at the two main elements of the admissions policy into Irish universities, namely the CAO preferences and CAO points. In addition, the impact of prior study of accounting on examination performance is investigated. The results of this study indicate that prior exposure to accounting (categorised between Leaving Certificate, Intermediate Certificate and none at all) was the most significant determinant of performance in first year exams but was of lesser importance in the second year exams.Also, there was a very strong relationship between performance in the mid-course MCQ exam and Summer exams in first year. Overall CAO points were related to overall score but not to pass/fail classification. However, there may be other important (but overlooked) variables which could be used to explain performance. There are a nu...
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Understanding the motives, expectations and preparedness of students is important for accounting educators, as they seek to develop learning environments that promote high quality learning outcomes. This paper examines these factors with a sample of entry level students on a Business and Management degree at a Spanish university. The study also explores the influence of these antecedent variables on academic performance in the first accounting module. The data were collected using a Spanish version of the MEPU questionnaire, which was developed by . The analysis revealed that students are motivated by a combination of intrinsic and vocationally-oriented factors and feel well prepared for higher education. Interest in accounting, experience of the subject at school, academic self-confidence and university access scores were all significantly correlated with performance. Some interesting gender differences were identified and variation among regular and repeating students was also examined.
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Factors that influence students' academic performance are essential for students, lecturers, universities, Department of Higher Education, curriculum developers and professional bodies. This study focuses on the prior accounting knowledge of students entering higher education, one of many factors that could influence students' academic performance and ultimate success graduating in the time allocated for the degree. The reasons for revisiting this factor are firstly, admission requirements regarding Accounting as school subject for students applying for the "Bachelor of Commerce (BCom)" degree majoring in Accounting and the Accounting degree in becoming a Chartered Accountant (CA) are different among South African universities; secondly, since 2008 there was a dramatically change to the "National Senior Certificate (NSC)" examination; and lastly, comparing students' prior accounting knowledge as a contributing factor or not of international studies with South African studies. An investigation was launched to study the effect of first-year Accounting students' academic performance whether Accounting was one of their school subjects before registered for a degree in Accounting at two universities in South Africa. The research method used a quantitative methodology. The findings of the study suggest a greater sensitivity and better understanding for students' prior accounting knowledge which might influence their academic performance. The value of the study is an important contribution to the consideration of admission requirements for students applying for a degree in Accounting at universities in South Africa.
Prior knowledge and academic performance in first year accounting course
International Journal of Higher Education and Sustainability, 2018
The study is motivated by the poor performance of students in their first year accounting course despite meeting up with the minimum entry requirement based on NUC BMAS and UTME. The paper examines the impact of prior knowledge from the conceptual and metacognitive dimensions on academic performance in the first year accounting course. Using filters, 408 students of the Federal University Dutsinma, Nigeria in the 2012/2013 to 2015/2016 academic sessions were adopted for the study. Ordinal regression adopting the ordered logit procedure in STATA was carried out. Prior knowledge was found to have significant impact on the performance in the first year accounting course. Findings showed that the joint impact of conceptual and metacognitive knowledge outweighs that of either conceptual or metacognitive. We therefore recommend among others that a composite scoring system incorporating conceptual and metacognitive knowledge variables be designed and used for admission placement in BSc in Accounting, BSc in Management and BSc in Economics.