IDEAS home Printed from https://ideas.repec.org/a/taf/accted/v12y2003i2p97-112.html
   My bibliography  Save this article

Evaluating the validity of self-assessment: measuring computer literacy among entry-level undergraduates within accounting degree programmes at two UK universities

Author

Listed:
  • Patricia Mccourt Larres
  • Joan Ballantine
  • Mark Whittington

Abstract

This paper considers the validity of using self-assessment to measure computer literacy among entry-level undergraduate accounting students. Data collected from objective and self-appraisal computer literacy tests completed by students at two UK universities are analysed and the results of the tests compared for each student. The findings reveal significant differences in the students' perceived and actual computer literacy with the vast majority over-estimating their computer knowledge. Furthermore, evidence is provided that more-able students are more accurate in their self-assessment. These findings indicate that self-assessment is not an appropriate means of determining computer literacy among entry-level undergraduate accounting students when used in isolation. However, as an adjunct to a more robust measure of computer literacy, self-assessment may provide a useful insight into students' attitudes to computing. In addition, self-assessment stimulates reflection and thereby contributes to lifelong learning, a concept particularly important for accountants who must assess their competence throughout their professional careers.

Suggested Citation

  • Patricia Mccourt Larres & Joan Ballantine & Mark Whittington, 2003. "Evaluating the validity of self-assessment: measuring computer literacy among entry-level undergraduates within accounting degree programmes at two UK universities," Accounting Education, Taylor & Francis Journals, vol. 12(2), pages 97-112.
    • Handle: RePEc:taf:accted:v:12:y:2003:i:2:p:97-112
    DOI: 10.1080/0963928032000091729
    as

    Download full text from publisher

    File URL: http://www.tandfonline.com/doi/abs/10.1080/0963928032000091729
    Download Restriction: Access to full text is restricted to subscribers.
    File URL: https://libkey.io/10.1080/0963928032000091729?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. Greg Stoner, 1999. "IT is part of youth culture, but are accounting undergraduates confident in IT?," Accounting Education, Taylor & Francis Journals, vol. 8(3), pages 217-237.
    2. Gordon Boyce & Sarah Williams & Andrea Kelly & Helen Yee, 2001. "Fostering deep and elaborative learning and generic (soft) skill development: the strategic use of case studies in accounting education," Accounting Education, Taylor & Francis Journals, vol. 10(1), pages 37-60.
    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. Marta Palczyńska & Maja Rynko, 2021. "ICT skills measurement in social surveys: Can we trust self-reports?," Quality & Quantity: International Journal of Methodology, Springer, vol. 55(3), pages 917-943, June.
    2. Tanya Hill, 2016. "Do accounting students believe in self-assessment?," Accounting Education, Taylor & Francis Journals, vol. 25(4), pages 291-305, July.
    3. Iuliana Mariana IONESCU & Bogdan Stefan IONESCU & Florin MIHAI, 2012. "Improving The Learning Methodology For The Higher Accounting Education In Romania," Annals of University of Craiova - Economic Sciences Series, University of Craiova, Faculty of Economics and Business Administration, vol. 2(40), pages 31-48.
    4. Omaima A. G. Hassan & Alison Fox & Gwen Hannah, 2014. "Self- and Peer-Assessment: Evidence from the Accounting and Finance Discipline," Accounting Education, Taylor & Francis Journals, vol. 23(3), pages 225-243, June.
    5. Richard T. Grenci, 2013. "Positioning Computer Literacy As A Valueadded Business Core Course," Business Education and Accreditation, The Institute for Business and Finance Research, vol. 5(1), pages 67-80.
    6. Florin Mihai & Bogdan Stefan Ionescu & Iuliana Mariana Ionescu & Laura Tudoran, 2012. "It&C Applications In Cabinets Of Accounting Expertise: Theoretical And Empirical Exploration," Annales Universitatis Apulensis Series Oeconomica, Faculty of Sciences, "1 Decembrie 1918" University, Alba Iulia, vol. 2(14), pages 1-7.
    7. Steens, Bert & Bots, Jan & Derks, Koen, 2024. "Developing digital competencies of controllers: Evidence from the Netherlands," International Journal of Accounting Information Systems, Elsevier, vol. 52(C).
    8. Watty, Kim & McKay, Jade & Ngo, Leanne, 2016. "Innovators or inhibitors? Accounting faculty resistance to new educational technologies in higher education," Journal of Accounting Education, Elsevier, vol. 36(C), pages 1-15.

    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. John Cullen & Sue Richardson & Rona O'Brien, 2004. "Exploring the teaching potential of empirically-based case studies," Accounting Education, Taylor & Francis Journals, vol. 13(2), pages 251-266.
    2. Margaret Healy & Maeve McCutcheon, 2010. "Teaching with Case Studies: An Empirical Investigation of Accounting Lecturers' Experiences," Accounting Education, Taylor & Francis Journals, vol. 19(6), pages 555-567.
    3. C. Janie Chang & Nen-chen Richard Hwang, 2003. "Accounting education, firm training and information technology: a research note," Accounting Education, Taylor & Francis Journals, vol. 12(4), pages 441-450.
    4. Mouhcine Tallaki & Enrico Bracci & Monia Castellini, 2015. "Accounting learning preferences: the role of visualisation," Working Papers 2015094, University of Ferrara, Department of Economics.
    5. Thomas Bolli & Katherine Caves & Maria Esther Oswald-Egg, 2019. "Valuable experience: How internships affect university graduates’ income," KOF Working papers 19-459, KOF Swiss Economic Institute, ETH Zurich.
    6. Porter, Jason C., 2019. "Beyond debits and credits: Using integrated projects to improve students’ understanding of financial accounting," Journal of Accounting Education, Elsevier, vol. 46(C), pages 53-71.
    7. Catriona Paisey & Nicholas Paisey, 2003. "Developing research awareness in students: an action research project explored," Accounting Education, Taylor & Francis Journals, vol. 12(3), pages 283-302.
    8. Joan Ballantine & Patricia McCourt Larres, 2004. "A critical analysis of students' perceptions of the usefulness of the case study method in an advanced management accounting module: the impact of relevant work experience," Accounting Education, Taylor & Francis Journals, vol. 13(2), pages 171-189.
    9. Debbie Delaney & Lisa McManus & Chew Ng, 2015. "First Year Accounting Students’ Perceptions Of Blended Learning," Business Education and Accreditation, The Institute for Business and Finance Research, vol. 7(2), pages 9-23.
    10. Gary Spraakman & Beverley Jackling, 2014. "A Conceptual Framework for Learning Management Accounting," Accounting Perspectives, John Wiley & Sons, vol. 13(1), pages 61-81, March.
    11. Tran Quang Trung & Fredric William Swierczek, 2008. "Skills development in higher education in Vietnam," Asia Pacific Business Review, Taylor & Francis Journals, vol. 15(4), pages 565-586, July.
    12. Jose Luis Arquero Montano & Sergio Manuel Jimenez Cardoso & John Joyce, 2004. "Skills development, motivation and learning in financial statement analysis: an evaluation of alternative types of case studies," Accounting Education, Taylor & Francis Journals, vol. 13(2), pages 191-212.
    13. Ralph Adler & Rosalind Whiting & Kate Wynn-Williams, 2004. "Student-led and teacher-led case presentations: empirical evidence about learning styles in an accounting course," Accounting Education, Taylor & Francis Journals, vol. 13(2), pages 213-229.
    14. Jon Warwick & Anna Howard, 2015. "A Note on Structuring Employability Skills for Accounting Students," International Journal of Academic Research in Business and Social Sciences, Human Resource Management Academic Research Society, International Journal of Academic Research in Business and Social Sciences, vol. 5(10), pages 165-174, October.
    15. A. H. Mohd Ariff* & Z. Sharif & Z. Abdullah, 2018. "Improving the Critical Thinking Skills of Accounting Students Using the Framework-Based Teaching Approach," The Journal of Social Sciences Research, Academic Research Publishing Group, pages 116-121:6.
    16. Kate Wynn-Williams & Nicola Beatson & Cameron Anderson, 2016. "The impact of unstructured case studies on surface learners: a study of second-year accounting students," Accounting Education, Taylor & Francis Journals, vol. 25(3), pages 272-286, June.
    17. Fred Phillips & Regan N. Schmidt, 2016. "Accounting Students’ Planning, Writing, and Performance on a Time‐Constrained Case Analysis: Effects of Self‐Talk and Prior Achievement," Accounting Perspectives, John Wiley & Sons, vol. 15(4), pages 311-329, December.
    18. Sandra Scott, 2017. "From Plagiarism‐Plagued to Plagiarism‐Proof: Using Anonymized Case Assignments in Intermediate Accounting," Accounting Perspectives, John Wiley & Sons, vol. 16(4), pages 247-268, December.
    19. Sidney Weil & Peter Oyelere & Elizabeth Rainsbury, 2004. "The usefulness of case studies in developing core competencies in a professional accounting programme: a New Zealand study," Accounting Education, Taylor & Francis Journals, vol. 13(2), pages 139-169.
    20. Richard Slack & Jan Loughran & Kirsty Abrahams, 2014. "Corporate Associate Partnerships: Practitioners' Involvement in the Delivery of an Auditing Course Based on a Case-Study: A Teaching Resource," Accounting Education, Taylor & Francis Journals, vol. 23(3), pages 262-276, June.

    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:12:y:2003:i:2:p:97-112. 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.