Análisis del uso de cuestionarios en contabilidad financiera

Ballester, Carmen Pilar Martí; Guerrero, Neus Orgaz

doi:10.5944/educxx1.17.1.10714

Cited by 4 publications

(4 citation statements)

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“…This positive association was obtained regardless of whether students used online multiple-choice questions to check their knowledge or to study the content of an accounting topic. This finding is consistent with the results on the effect of online quizzes on academic performance reported by Martí Ballester and Orgaz Guerrero (2014), indicating that the use of online quizzes helps to enhance students' examination scores. The result for the positive association between perceptions of online quizzes and examination scores (hypothesis 2) reveals that students who use online quizzes to self-assess their knowledge, rather than to study the course content, possibly developed greater abilities through the use of online quizzes by detecting and revising any comprehension problems or gaps during their learning process.…”

Section: Discussion Of the Resultssupporting

confidence: 92%

“…Although some literature claims that online quizzes are ineffective, as they do not have a significant positive effect on students' examination performance (Segall et al, 2005), especially if quizzes are used to learn course content rather than to test knowledge (Brothen & Wambach, 2001), this study formulated the related hypotheses following the stream of literature supporting a positive association between online quizzes and student performance (Martí Ballester & Orgaz Guerrero, 2014). In particular, this study used students' perception of online quizzes, that is, critical assessment of their quality and utility as learning activities, following Duffy and Jonassen (1992) and MacDonald and Gabriel (1998).…”

Section: Online Multiple-choice Questions and Student Performancementioning

confidence: 99%

“…Continuous assessment, which is characterised by providing feedback to students (Buchanan, 2000), represents a way not only to assess students' knowledge but also to increase their motivation and commitment to learn (William & Black, 1996). An efficient way to conduct continuous assessment is using online multiple-choice questions (also called quizzes), as they are relatively easy to implement (Martí Ballester & Orgaz Guerrero, 2014). Students can use different electronic devices, such as computers, tablet PCs or mobile phones, to answer these questions.…”

Section: Introductionmentioning

confidence: 99%

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Effects of the perceptions of online quizzes and electronic devices on student performance

Meo

Martí-Ballester

2020

AJET

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This study assessed how students’ perceptions of online quizzes and the use of three electronic devices to solve them affected their performance. A sample of 208 students enrolled in an introductory accounting course at the Universitat Autònoma de Barcelona completed online quizzes as part of their evaluation and filled in a questionnaire on their perceptions of such quizzes and the electronic devices they used to do them on. Their scores were collected both for the online quizzes and their examinations, and the data were then analysed using a partial least square structural equation model. Findings suggest that a positive perception of online quizzes positively affected students’ examination scores, but not their scores for the online quizzes. The findings also indicate that, while positive perceptions of computers and tablet PCs for doing online quizzes did not affect students’ examination scores, those who reported positive perceptions of the use of mobile phones for online quizzes obtained significantly lower examination scores than their peers. Finally, perception of the use of any electronic device did not affect students’ scores for online quizzes. Implications for instructors, faculty administrators, and students are provided based on the results.

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Section: Discussion Of the Resultssupporting

confidence: 92%

Section: Online Multiple-choice Questions and Student Performancementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Effects of the perceptions of online quizzes and electronic devices on student performance

Meo

Martí-Ballester

2020

AJET

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“…The control variables used in this work are often used in literature regarding academic performance (Cantwell et al, 2001;Marcenaro & Navarro, 2007;Martí, 2012;McKenzie & Schweitzer, 2001;Sheard, 2009;Martí & Orgaz, 2014). They include age, student's gender, degree, grant, number of times the student has enrolled in the subject, ability and pre-university studies specialization.…”

Section: ▪ 30 Universidad De Medellínmentioning

confidence: 99%

More experienced professors, more learning opportunities? Relationships between instructor's traits and students' academic performance in financial accounting courses of a Spanish University

Martí-Ballester

2017

Cienc. soc. educ.

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The main objective of this paper is to analyse how the characteristics of professors affect students' academic performance. To do so, we analyse a sample of recollected data from 3219 students and twelve professors from the Universitat Autònoma de Barcelona. A linear regression model, adopting the censored least absolute deviations model, was applied. Results indicate that the quality of teaching and the publication of a greater number of articles in indexed journals in the ISI Web of Science and Econlit databases have a positive and significant influence on students' academic performance. On the contrary, dedicating more lecture time to the subject of Financial Accounting in comparison with the total amount of lecture time, working as an adjunct professor and teaching experience negatively influence students' academic performance.

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¿Ha cambiado el plan Bolonia los resultados académicos en las asignaturas de estadística?

García-Carro

Sánchez-Sellero

2018

Innovar

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La universidad española está viviendo cambios importantes en los sistemas de aprendizaje tras la implantación del Espacio Europeo de Educación Superior (eees). El objetivo de este trabajo es comprobar si las nuevas metodologías del actual sistema educativo han supuesto cambios en los resultados académicos de los estudiantes. En concreto, analizamos 2.857 alumnos de las asignaturas de Estadística de la Facultad de Economía y Empresa (Universidad de A Coruña), tanto antes como después de la implantación del eees. Los datos analizados abarcan desde el curso 2006-2007 hasta el curso 2011-2012; en el curso 2009-2010 se inicia el nuevo plan de estudios. Para que la comparación sea adecuada, se han utilizado asignaturas que coinciden en contenido, pero difieren en las metodologías empleadas. Fruto de este trabajo, concluimos que tras la implantación del Plan Bolonia se incrementa el porcentaje de alumnos que se presentan a las pruebas de evaluación y también aumenta el porcentaje de aprobados sobre matriculados. Por tanto, creemos que hay argumentos suficientes para afirmar que las nuevas metodologías involucran al estudiante en los sistemas de aprendizaje, incentivándolo. Como consecuencia de este proceso, se obtienen resultados académicos similares a los obtenidos antes del nuevo plan de estudios, aunque estos se obtienen en menor tiempo.

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Análisis del uso de cuestionarios en contabilidad financiera

Cited by 4 publications

References 10 publications

Effects of the perceptions of online quizzes and electronic devices on student performance

Effects of the perceptions of online quizzes and electronic devices on student performance

More experienced professors, more learning opportunities? Relationships between instructor's traits and students' academic performance in financial accounting courses of a Spanish University

¿Ha cambiado el plan Bolonia los resultados académicos en las asignaturas de estadística?

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