A quantitative exploration of student performance on an undergraduate accounting programme of study

Gracia, Louise; Jenkins, Ellis

doi:10.1080/0963928032000049375

Cited by 89 publications

(87 citation statements)

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“…Schuman, Walsh, Olson and Etheridge (1985) examined group studying, cramming, degree of note-taking, review of past exams, and going over readings twice, but they concluded that none of these variables have been found to have a direct effect on grades. On the other hand, positive results were found when some combination of study behaviors such as attendance, homework turned in, and use of study guide, prior preparation for the class, participating in class, and coming to class on time were used (Gracia, 2003;Shaftel, 2005;Wooten, 1998 ). Group learning activities can result to an increase in students' deep learning approach, which has been known to improve analytical thinking (Hall, 2004 ).…”

Section: Importance Of Study Habits Constructsmentioning

confidence: 99%

Influence of Study Habits on Academic Performance of International College Students in Shanghai

Cerna¹,

Pavliushchenko²

2015

HES

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The present study estimates the global validity of existing constructs and serves as the basis for the development of the Self-Reported Study Habits for International Students (SR-SHI) used to identify at-risk students in international programs. One-year classroom observations, recollection of study habits though interviews with high performing students show that they are mainly from low-context and individualistic countries while most low performing students come from high-context and collectivistic countries.Among other aspects, high performing students give opinions based on reading material and class content, use the expression "I think", ask questions in class, are on time, ask for feedback regarding assignments, take notes in class and while studying, look for the professor after class, seat at the front of the classroom and attend every class, study in silence and alone at regular times along the whole semester, read the material about two weeks before the exam, review notes before the exam, talk about the content with other students. On the other hand, low performing students remind quite the whole semester, miss at least three classes per semester, are normally late, sit at the back of the classroom, don't take notes in class and never look for the professor after class-hours. It seems that specific training programs at the start and during the semester as well as training on cultural intelligence were identified are necessary.Keywords: academic performance, high/low-context countries, high-performing students, low-context country, multicultural classroom, study habits Statement of ProblemPerhaps the greatest challenge of faculty teaching in multicultural classrooms in college is to devise teaching methodologies that help all students to learn and understand the subjects under discussion. This researcher sustains that all things being equal, what remains different in a multicultural classroom is the cultural background (and the implied habits) of students and teachers. Class observations and interview with high-performing students showed that most high and low performing students have some habits in common. Hence, it is considered important to know what habits college students have and, in case of low-performing students, which of those habits need to be changed in order to improve performance. The importance of improving habits lays in their relationship with attitudes, which are deemed important for achieving high academic performance.A great deal of research provides evidence that study habits and study attitudes are both significant variables, which determine the academic performance of students. Yet, in spite of the perceived importance of study habits and study attitudes to academic achievement, it seems that education institution still pay little attention to understanding these factors (Baquiran, 2011).Classroom observations show that under the same conditions, namely same professor, same subject, same teaching system, same administration, same enrollment criteria, same time of the day ...

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Section: Importance Of Study Habits Constructsmentioning

confidence: 99%

Influence of Study Habits on Academic Performance of International College Students in Shanghai

Cerna¹,

Pavliushchenko²

2015

HES

View full text Add to dashboard Cite

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“…Accordingly, it is asserted that some differences in student performance (beside individual differences) would be expected for any accounting course. For example, the history of attendance and the time spent on preparation by students will have an effect on some learning outcomes, but not necessarily all, Gracia and Jenkins (2003). The entry GPA and the type of exam may also affect the learning outcome.…”

Section: The Importance Of Background Factorsmentioning

confidence: 99%

“…The ability to distinguish between learning outcomes for various groups of students may be seen as important for educators as well as the accounting profession, Gracia and Jenkins (2003), English and Koeppen (1993). Stone and Shelley (1997) compare the effectiveness of a new accounting program to that of a traditional program.…”

Section: The Importance Of Prior Knowledgementioning

confidence: 99%

“…From the students' perspective, differences in performance may be caused by differences in the ability to acquire knowledge and/or differences in the ability to reproduce the required knowledge in a test situation. Behind these differences are an endless number of explanatory factors such as: the ability to learn given a particular teaching style, the ability to perform under stress, gender, culture, maturity, personal experiences or simply "having a bad day", e.g., Duff (2004), Gracia and Jenkins (2003), Byrne et al (2002), Eide et al (2001), Wooten (1998). From the educators' perspective, it is impossible to be conscious about all these factors at the same time (and still make sense) and by the very nature of these factors, it may be impossible to reconcile opposing differences/causes.…”

Section: The Importance Of Background Factorsmentioning

confidence: 99%

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Explaining Differences in Learning Outcomes in Auditing Education - The Importance of Background Factors, Prior Knowledge and Intellectual Skills

Holm¹,

Steenholdt²

2014

RES

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In this paper we use a learner perspective on learning outcomes which reflects that some students taking accounting classes are also provided with on-the-job training in accounting firms. Hence knowledge about learning outcomes for different groups of students is essential information for educators as well as the accounting profession. This paper extends prior research on the role of declarative and procedural knowledge in performing auditing tasks. Measuring learning outcomes is a complex matter requiring sensible measures for both declarative knowledge (ability to verbalize pertinent facts or processes) and procedural knowledge (intellectual skills). The performance of 75 graduate accounting students representing both types of schema is examined. The findings suggest that differences in learning outcomes may be attributed to differences in student background and prior knowledge (auditing experience). The findings also suggest that the importance of prior knowledge is mitigated by the intellectual skills required for a particular task.

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“…They however found that males' mean performance in both courses was higher than that of their female counterparts. The study by Gracia and Jenkins (2003) examined the second and final year accounting and finance students' performance at a Welsh university. The authors found that at second year level, gender was positively associated with performance whilst age was negatively associated.…”

Section: Tertiary Level Accounting Education Performancementioning

confidence: 99%

Causes of Gender Differences in Accounting Performance: Students’ Perspective

Wally-Dima¹,

Mbekomize²

2013

IES

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This study employs the survey method to investigate the factors that cause academic differences between female and male students at the largest university in Botswana. The population of this research was the students of the last three years of the 4 year Bachelor of Accountancy degree programme at the University of Botswana. Anchored on the prior studies' indications that female students outperform their male counterparts in accounting examinations, the current study sought the views of the respondents on factors responsible for this phenomenon and their suggestions on how the gap may be bridged. This study revealed that the key factor explaining academic performance is individual's commitment and right attitude towards accounting studies. Respondents believe that female students perform better because they work harder and have better study ethics. Females attend more classes and tutorials, seek guidance on their studies from lecturers and participate more in class discussions than their male counterparts. Male students perform poorly because they lack enthusiasm towards studies and fail to balance social life and academic work while at school. The implications of this study are that male students need to re-examine their attitude towards education, class attendance and participation in academic activities in order to improve their grades. The society and the educational institutions need to become more vigilant in ensuring that males remain focused on positive learning while in school.

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A quantitative exploration of student performance on an undergraduate accounting programme of study

Cited by 89 publications

References 0 publications

Influence of Study Habits on Academic Performance of International College Students in Shanghai

Influence of Study Habits on Academic Performance of International College Students in Shanghai

Explaining Differences in Learning Outcomes in Auditing Education - The Importance of Background Factors, Prior Knowledge and Intellectual Skills

Causes of Gender Differences in Accounting Performance: Students’ Perspective

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