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Gender differences in accounting education: an undergraduate exploration

Author

Listed:
  • Elizabeth Gammie
  • Brenda Paver
  • Bob Gammie
  • Fiona Duncan

Abstract

There is increasing evidence that females are outperforming males in secondary education across a range of subjects. The data in higher education, however, is not so clear-cut. Several studies have been undertaken examining the impact of gender on undergraduate accounting performance, ranging from early year performance to that of later years, with conflicting results. Some of the literature suggests that gender differences are dependent on the type of assessment utilized, reporting that females tend to perform better than males in coursework assessments with the position being reversed for examinations. This paper examines gender differences across several performance measures both prior to and post entry into an Accounting and Finance degree. Data was collected from the population of honours graduates of 1998, 1999 and 2000 (n = 132) on a thick sandwich Accounting and Finance degree at the Robert Gordon University in Scotland. All the data was extracted from student files to develop a multitude of independent performance related variables, categorized into: point of university entry data, early university performance data and final honours year performance data (examined on an individual module basis and also a global coursework and examination performance basis). Statistical differences were examined using a two independent sample technique, whereby the population was categorized by gender into male and female, with either a t-test or Mann-Whitney test being utilized dependent on the distribution of the independent variable. Only two gender differences were found: females outperformed their male counterparts in the first year accounting module and also in the auditing module, which was undertaken via distance learning during the third year of the programme. No gender differences were found in any of the final year modules, and this was also evident in the coursework and examination performance analysis. Single sex focus groups were set up to explore why gender differences were apparent in the auditing module.

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  • 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.
    • Handle: RePEc:taf:accted:v:12:y:2003:i:2:p:177-196
    DOI: 10.1080/0963928032000091765
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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. 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.
    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. 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.
    5. Maupin, Rebekah J. & Lehman, Cheryl R., 1994. "Talking heads: Stereotypes, status, sex-roles and satisfaction of female and male auditors," Accounting, Organizations and Society, Elsevier, vol. 19(4-5), pages 427-437.
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    Cited by:

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    2. Victoria Bogdan & Delia Deliu & Tomina Săveanu & Olimpia Iuliana Ban & Dorina Nicoleta Popa, 2020. "Roll the Dice—Let’s See If Differences Really Matter! Accounting Judgments and Sustainable Decisions in the Light of a Gender and Age Analysis," Sustainability, MDPI, vol. 12(18), pages 1-31, September.
    3. 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.
    4. Pollock, Marchantia & Schmulian, Astrid & Coetzee, Stephen A., 2023. "Do team-based written or video explanations of course content enhance accounting students’ knowledge, communication, and teamwork skills?," Journal of Accounting Education, Elsevier, vol. 65(C).
    5. Huikku, Jari & Myllymäki, Emma-Riikka & Ojala, Hannu, 2022. "Gender differences in the first course in accounting: An achievement goal approach," The British Accounting Review, Elsevier, vol. 54(3).
    6. Juan Sebastian Munoz, 2014. "Re-estimating the Gender Gap in Colombian Academic Performance," Research Department Publications IDB-WP-469, Inter-American Development Bank, Research Department.
    7. Md.Abdulla Al Mamun, 2019. "Assessing the Gender Effects on Students’ Accounting Course Performance in Bangladesh: A case study of Bangladesh University of Business & Technology," Journal of Business, LAR Center Press, vol. 4(1), pages 1-8, January.
    8. 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.
    9. Juan Sebastian Munoz, 2014. "Re-estimating the Gender Gap in Colombian Academic Performance," Research Department Publications IDB-WP-469, Inter-American Development Bank, Research Department.
    10. 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.
    11. Neal Arthur & Patricia Everaert, 2012. "Gender and Performance in Accounting Examinations: Exploring the Impact of Examination Format," Accounting Education, Taylor & Francis Journals, vol. 21(5), pages 471-487, October.

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