Academic Performance of Male versus Female Accounting Undergraduate Students: Evidence from Nigeria

Okafor, Chinwuba A.; Egbon, Osamuyimen

doi:10.5539/hes.v1n1p9

Cited by 21 publications

(12 citation statements)

References 9 publications

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“…This result is consistent with Amuda, Ali & Durkwa (2016) who showed no significant differences between gender and academic performance for the senior secondary student in Maiduguri Metropolis for economic subjects. This result is also supported by Ambrose Okafor & Egbon (2011) who concluded that there are no significant differences between gender and academic performance for undergraduate accounting students from Nigeria.…”

Section: Resultssupporting

confidence: 63%

Entry Qualification, Pre-Admission Performance, English Proficiency and Performance of Bachelor of Arts (Hons) in Accounting and Finance Students

Hamid¹,

Ismail²,

RoszanaTapsir³

2019

ujer

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This paper examines different factors which affect the academic performance of students of the Bachelor of Arts (Honours) in Accounting and Finance (BAAF) at Kolej Poly-Tech Mara, Bangi. The study provides insights into the association between different entry qualifications and academic outcomes, complementing the evidence that advocates the implementation of academic merit for admission. This paper expands this evidence base by examining relationships between entry qualification, a pre-degree academic performance used for admission, and performance at the BAAF programme conducted in Malaysia. Regression results showed that the student's CGPA for entry, English proficiency (MUET) and entry qualification were significant factors for the academic performance in the BAAF programme at the 1% level. Comparing the academic performance of two different entry qualifications, the result of independent t-test shows that students who enter with Diploma from UiTM performed better than the students who graduated with a Diploma from Kolej Poly-Tech MARA. This study only focuses on BAAF students at Kolej Poly-Tech Mara, Bangi. Thus, the findings are specific to the conditions at this college and are not generalisable. A similar study could be done at other colleges and universities so that comparisons and generalisations could be derived. The results of this study have several implications for university administrators and policymakers. It justifies setting the requirement for entry. The results show that the same minimum point system of entry can be unfair to students from different entry qualifications. Furthermore, the minimum grade point required (min CGPA) for entry must consider the entire curriculum of the qualification used for entry.

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Section: Resultssupporting

confidence: 63%

Entry Qualification, Pre-Admission Performance, English Proficiency and Performance of Bachelor of Arts (Hons) in Accounting and Finance Students

Hamid¹,

Ismail²,

RoszanaTapsir³

2019

ujer

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“…Similar research by Uyar and Güngörmüş [3], which found evidence there was no significant relationship between gender with student performance. So did the research done Okafor and Egbon [4] which concluded there was no significant difference in academic performance between students of both men and women, although male students have an average value higher than students female. Guney [5] also concluded cannot detect relationships between gender with performance.…”

Section: Discussionmentioning

confidence: 99%

Understanding of Principal Accounting Subject Based on Gender and Mathematics Ability: Empirical evidence from Indonesia

Komara¹,

Yulianto²

2019

Proceedings of the International Symposium on Social Sciences, Education, and Humanities (ISSEH 2018)

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Student accounting capabilities begins with an understanding of principal accounting courses. This has been the main focus to note in the accounting students before learning attended the advanced courses in accounting. Therefore, this study aims to explore the difference between gender and mathematics ability to support understanding of principal accounting courses. This research was conducted at the accounting level 1 all students who take the principal accounting courses 1 and mathematical economics with 272 samples of students. This study uses an independent sample test to analyze the difference between the student's understanding of principal accounting courses based on gender and economic mathematics ability. The research results show that there is a difference in ability in principal accounting course 1 based on gender and performance of mathematical economics subject. These results indicate that the average student women have a higher value compared with the men's student, thus demonstrating a better understanding of principal accounting courses 1.

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“…A relação entre sexo e desempenho vêm sendo explorada na área de negócios tanto como tópico central (Ameen, Guffey, & McMillan, 1996;Buckless et al, 1991;Busch, 1995;Gammie et al, 2003;Okafor & Egbon, 2011;Paver & Gammie, 2005;Ravenscroft & Buckless, 1992), como em conjunto com outros preditores da performance acadêmica (Alanzi, 2015;Alhajarf, N.M., & Alasfour, 2014;Byrne & Flood, 2008;Gracia & Jenkins, 2003;Guney, 2009;Koh & Koh, 1999;Nogueira et al, 2013;Santos, 2012;Seow et al, 2014;Surridge, 2009;Tho, 1994), obtendo-se resultados contraditórios. Buckless et al (1991) avaliaram o impacto do sexo dos alunos e dos professores no desempenho acadêmico dos alunos, controlando por potenciais fatores que geraram resultados conflitantes de estudos prévios.…”

Section: Relação Entre Sexo E Performance Acadêmica Na áRea De Negóciosunclassified

“…Os resultados sobre o impacto do sexo do estudante na performance acadêmica na área de negócios, e especificamente no campo contábil, ainda permanecem conflitantes e, portanto, inconclusivos (Gammie, Paver, Gammie, & Duncan, 2003;Jackling & Anderson, 1998;Koh & Koh, 1999;Lane & Porch, 2002;Miranda, Lemos, Oliveira, & Ferreira, 2015;Okafor & Egbon, 2011;Ravenscroft & Buckless, 1992).…”

Section: Asaa Introduçãounclassified

Investigação Empírica Acerca Da Relação Entre Sexo E Desempenho Acadêmico Na Educação Contábil

Nasu¹

2020

ASAA Journal

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Resumo: O estudo objetivou investigar a relação entre o sexo e o desempenho de alunos de contabilidade em condições acadêmicas e socioeconômicas distintas e similares. Desse modo, foram usados os microdados do ENADE 2015, obtendo-se uma amostra de 21.200 observações. Em condições distintas, os testes de média indicaram que o desempenho dos alunos foi superior aos das alunas. Para tentar explicar esse achado, foi efetuada a análise de correspondência múltipla, a qual apontou que os alunos estão mais associados a faixas mais elevadas de horas de estudo, de renda familiar e ao status de solteiro, enquanto as alunas estão mais associadas a faixas de renda familiar e de horas de estudo mais baixas, bem como ao estado civil de casada. Desta forma, esses fatores foram controlados nos modelos de regressão logística, os quais continuaram a indicar que os alunos performaram melhor do que as alunas em condições distintas. Contudo, quando os desempenhos dos estudantes foram analisados em condições similares, não houve diferença estatisticamente significante. Duas implicações surgem dos achados. Primeiro, o formato e as políticas de atribuição de pontos devem ser repensadas a fim de favorecer equivalentemente os alunos do sexo masculino e feminino. Este ponto não só serve para o ENADE, mas principalmente para as avaliações discentes nos cursos de graduação. E, em segundo lugar, o fornecimento de condições acadêmicas e socioeconômicas similares aos alunos e alunas ajuda a explicar a redução da diferença no seu desempenho acadêmico, o qual passou a ser estatisticamente irrelevante. Apesar desta implicação envolver instâncias que estão além do escopo da educação contábil, não a isenta de encorajar e implantar formas mais justas de processos avaliativos em se tratando de sexo dos indivíduos.

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Academic Performance of Male versus Female Accounting Undergraduate Students: Evidence from Nigeria

Cited by 21 publications

References 9 publications

Entry Qualification, Pre-Admission Performance, English Proficiency and Performance of Bachelor of Arts (Hons) in Accounting and Finance Students

Entry Qualification, Pre-Admission Performance, English Proficiency and Performance of Bachelor of Arts (Hons) in Accounting and Finance Students

Understanding of Principal Accounting Subject Based on Gender and Mathematics Ability: Empirical evidence from Indonesia

Investigação Empírica Acerca Da Relação Entre Sexo E Desempenho Acadêmico Na Educação Contábil

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