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Does access to tutorial solutions enhance student performance? Evidence from an accounting course

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  • Reza M. Monem

Abstract

Deciding whether to release tutorial solutions to students is quite often a dilemma for instructors. This paper provides empirical evidence on the effect of releasing tutorial solutions in a management accounting course at a large Australian university. For this purpose, this paper develops a base model for predicting performance in the course and expands the model to incorporate a variable capturing the release of tutorial solutions. Consistent with previous research (e.g. Doran et al., 1991; Danko‐McGhee and Duke, 1992; Kavanagh and Rohde, 1996), in the base model, although performances in an introductory accounting course and the mid‐semester test were found to be good predictors of performance in the final examination, evidence on the role of gender and age was weak. In the expanded model, there was no evidence that releasing tutorial solutions improved performance in the final examination. The findings of this paper have policy implications for educators and administrators in education in deciding whether to release tutorial solutions to students.

Suggested Citation

  • Reza M. Monem, 2007. "Does access to tutorial solutions enhance student performance? Evidence from an accounting course," Accounting and Finance, Accounting and Finance Association of Australia and New Zealand, vol. 47(1), pages 123-142, March.
    • Handle: RePEc:bla:acctfi:v:47:y:2007:i:1:p:123-142
    DOI: 10.1111/j.1467-629X.2006.00199.x
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    References listed on IDEAS

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    1. Beverley Jackling & Alastair Anderson, 1998. "Study mode, general ability and performance in accounting: a research note," Accounting Education, Taylor & Francis Journals, vol. 7(1), pages 65-73.
    2. Neil Hartnett & Jennifer Römcke & Christine Yap, 2004. "Student performance in tertiary‐level accounting: an international student focus," Accounting and Finance, Accounting and Finance Association of Australia and New Zealand, vol. 44(2), pages 163-185, July.
    3. Moy Yin Koh & Hian Chye Koh, 1999. "The determinants of performance in an accountancy degree programme," Accounting Education, Taylor & Francis Journals, vol. 8(1), pages 13-29.
    4. L. G. Drennan & F. H. Rohde, 2002. "Determinants of performance in advanced undergraduate management accounting: An empirical investigation," Accounting and Finance, Accounting and Finance Association of Australia and New Zealand, vol. 42(1), pages 27-40, March.
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    Cited by:

    1. Fogarty, Timothy J. & Goldwater, Paul M., 2010. "Beyond just desserts: The gendered nature of the connection between effort and achievement for accounting students," Journal of Accounting Education, Elsevier, vol. 28(1), pages 1-12.

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