Predicting Student Performance in Accounting Classes

Danko, Kenneth; Duke, Joanne C.; Franz, David P.

doi:10.1080/08832323.1992.10117556

Cited by 24 publications

(2 citation statements)

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“…We selected variables to be included in the discriminant model by using the stepwise method and employing minimization of Wilks's lambda as the criteria. Discriminant analysis is a well-accepted method of analysis and has been used to classify students into achievement groups (Dockweiler & Willis, 1984;Eckel & Johnson, 1983), to model admission procedures (Clark & Sweeney, 1985), and to predict future success in a specific field of study (Biermann & Sarinsky, 1987;Danko, Duke, & Franz, 1 992).…”

Section: Anabsismentioning

confidence: 99%

Factors Distinguishing Exceptional Performance on the Uniform CPA Exam

Ashbaugh

Thompson

1993

Journal of Education for Business

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Section: Anabsismentioning

confidence: 99%

Factors Distinguishing Exceptional Performance on the Uniform CPA Exam

Ashbaugh

Thompson

1993

Journal of Education for Business

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“…Methods to filter students with low ability, low incoming knowledge, or both, have included pretesting for prerequisite knowledge, requiring a one-credit course on the accounting cycle, or requiring a certain grade point average to enroll (Hicks and Richardson 1984;Danko-McGhee and Duke 1992;Huang et al 2005;Sanders and Willis 2009). In information technology (Rondeau and Li 2009) and math (Bashford 2000), a pretest was more effective than a pre-course.…”

Section: Filtering Out Less Prepared Studentsmentioning

confidence: 99%

Find It, Fix It, and Thrive: The Impact of Insisting on Proficiency in Prerequisite Knowledge in Intermediate Accounting

Sargent

2013

Issues in Accounting Education

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Success in upper-level accounting courses depends on adequate prerequisite knowledge because the learning process is sequential and hierarchical (Bentz 1975) and because prior learning provides cues for encoding and combining (Sternberg 1984). Building expertise requires a strengthening and organization of links between knowledge and not just a high volume of known facts (Dreyfus and Dreyfus 2005). Since incoming knowledge matters to later learning, this study investigated how enforcing the prerequisites impacted course outcomes in intermediate accounting. The prerequisites were enforced using a proficiency test administered online in a system that also offered tutoring to remedy any learning shortfalls. Students received all-or-nothing credit (100 percent or 0) for mastering adjusting entries and the financial statements. Students proficient in prerequisite skills earned better project and cumulative final exam scores in non-prerequisite areas. Grades in Intermediate II were also better after adding the proficiency test, compared to the two prior terms. The intrigue of these results goes beyond improved student outcomes in Intermediate I and II, because the testing and remedial instruction used an existing tutoring product, requiring no institutional resources or changes to course preparation, instruction, classwork, exams, or the project.

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