IDEAS home Printed from https://ideas.repec.org/a/taf/accted/v11y2002i1p109-118.html
   My bibliography  Save this article

The impact of background factors on the performance of nonspecialist undergraduate students on accounting modules - a longitudinal study: a research note

Author

Listed:
  • Alison Lane
  • Mike Porch

Abstract

Over recent years it has become apparent that students on the Business Studies and Leisure degree programmes at the University of Glamorgan perform poorly in the core accounting modules. Given that a high proportion of undergraduate accounting courses in the UK are delivered to nonspecialists, research into the performance of such students is important. With reference to previous literature, this study investigates the extent to which background factors affect the performance of students studying the nonspecialist Level 1 and Level 2 modules. The study is based on the September 1998 intake of students utilizing background information collected from the student files and performance measures from the university's Student Administration System. Explanatory variables are analysed using a factor analytical approach via principal component analysis. Multiple regression analysis is then performed on the results of the three accounting modules. The findings of this study are that the explanatory power of such models is limited and that perhaps a more qualitative approach to assessing factors influencing student performance would be more worthwhile.

Suggested Citation

  • Alison Lane & Mike Porch, 2002. "The impact of background factors on the performance of nonspecialist undergraduate students on accounting modules - a longitudinal study: a research note," Accounting Education, Taylor & Francis Journals, vol. 11(1), pages 109-118.
    • Handle: RePEc:taf:accted:v:11:y:2002:i:1:p:109-118
    DOI: 10.1080/09639280210153308
    as

    Download full text from publisher

    File URL: http://www.tandfonline.com/doi/abs/10.1080/09639280210153308
    Download Restriction: Access to full text is restricted to subscribers.
    File URL: https://libkey.io/10.1080/09639280210153308?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    References listed on IDEAS

    as
    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. Kamal Naser & Michael Peel, 1998. "An exploratory study of the impact of intervening variables on student performance in a Principles of Accounting course," Accounting Education, Taylor & Francis Journals, vol. 7(3), pages 209-223.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Ahmet Onay* & Serdar Benligiray, 2018. "Internal Factors Affecting Student Performance in Accounting Courses at a Vocational School," Sumerianz Journal of Economics and Finance, Sumerianz Publication, vol. 1(3), pages 82-90, 09-2018.
    2. Yilmaz Guney, 2009. "Exogenous and Endogenous Factors Influencing Students' Performance in Undergraduate Accounting Modules," Accounting Education, Taylor & Francis Journals, vol. 18(1), pages 51-73.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Yilmaz Guney, 2009. "Exogenous and Endogenous Factors Influencing Students' Performance in Undergraduate Accounting Modules," Accounting Education, Taylor & Francis Journals, vol. 18(1), pages 51-73.
    2. Elizabeth Gammie & Brenda Paver & Bob Gammie & Fiona Duncan, 2003. "Gender differences in accounting education: an undergraduate exploration," Accounting Education, Taylor & Francis Journals, vol. 12(2), pages 177-196.
    3. Alison Lane & Mike Porch, 2002. "Computer Aided Learning (CAL) and its impact on the performance of non-specialist accounting undergraduates," Accounting Education, Taylor & Francis Journals, vol. 11(3), pages 217-233.
    4. Tracey Mcdowall & Beverley Jackling, 2006. "The Impact of Computer-Assisted Learning on Academic Grades: An Assessment of Students' Perceptions," Accounting Education, Taylor & Francis Journals, vol. 15(4), pages 377-389.
    5. Kevin M. Baird & Venkateshwaran Narayanan, 2010. "The effect of a change in teaching structure on student performance," Asian Review of Accounting, Emerald Group Publishing Limited, vol. 18(2), pages 148-161, July.
    6. McPhail, Ken & Paisey, Catriona & Paisey, Nicholas J., 2010. "Class, social deprivation and accounting education in Scottish schools: Implications for the reproduction of the accounting profession and practice," CRITICAL PERSPECTIVES ON ACCOUNTING, Elsevier, vol. 21(1), pages 31-50.
    7. 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.
    8. Louise Gracia & Ellis Jenkins, 2002. "An exploration of student failure on an undergraduate accounting programme of study," Accounting Education, Taylor & Francis Journals, vol. 11(1), pages 93-107.
    9. 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.
    10. Opdecam, Evelien & Everaert, Patricia, 2022. "Effect of a summer school on formative and summative assessment in accounting education," Journal of Accounting Education, Elsevier, vol. 58(C).
    11. Aldónio Ferreira & Andrijani Santoso, 2008. "Do students’ perceptions matter? A study of the effect of students’ perceptions on academic performance," Accounting and Finance, Accounting and Finance Association of Australia and New Zealand, vol. 48(2), pages 209-231, June.
    12. Elizabeth Gammie & Bob Gammie & Fiona Duncan, 2001. "The development, implementation and operation of an undergraduate distance learning module in auditing: a teaching note," Accounting Education, Taylor & Francis Journals, vol. 10(4), pages 403-412.
    13. Jamie Alcock & Sophie Cockcroft & Frank Finn, 2008. "Quantifying the advantage of secondary mathematics study for accounting and finance undergraduates," Accounting and Finance, Accounting and Finance Association of Australia and New Zealand, vol. 48(5), pages 697-718, December.
    14. Montagud Mascarell, M. Dolores & Gandía Cabedo, Juan L., 2014. "Entorno virtual de aprendizaje y resultados académicos: evidencia empírica para la enseñanza de la Contabilidad de Gestión," Revista de Contabilidad - Spanish Accounting Review, Elsevier, vol. 17(2), pages 108-115.
    15. Harrington, Donna Ramirez & Kulasekera, Kumuduni & Bates, Rick & Bredahl, Maury E., 2006. "Determinants of Student Performance in an Undergraduate Financial Accounting Class," Working Papers 34117, University of Guelph, Department of Food, Agricultural and Resource Economics.
    16. Ahmet Onay* & Serdar Benligiray, 2018. "Internal Factors Affecting Student Performance in Accounting Courses at a Vocational School," Sumerianz Journal of Economics and Finance, Sumerianz Publication, vol. 1(3), pages 82-90, 09-2018.
    17. Paul de Lange & Felix Mavondo, 2004. "Gender and motivational differences in approaches to learning by a cohort of open learning students," Accounting Education, Taylor & Francis Journals, vol. 13(4), pages 431-448.
    18. Jessica Noromalala Andriamparany & Hendrik Hänke & Eva Schlecht, 2021. "Food security and food quality among vanilla farmers in Madagascar: the role of contract farming and livestock keeping," Food Security: The Science, Sociology and Economics of Food Production and Access to Food, Springer;The International Society for Plant Pathology, vol. 13(4), pages 981-1012, August.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:taf:accted:v:11:y:2002:i:1:p:109-118. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Chris Longhurst (email available below). General contact details of provider: http://www.tandfonline.com/RAED20 .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.