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Study mode, general ability and performance in accounting: a research note

Author

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  • Beverley Jackling
  • Alastair Anderson

Abstract

An increasing number of Australian students do not follow the traditional path from secondary school to university. The primary purpose of this paper is to assess the effect different entry paths to tertiary education have on performance in a second year management accounting course. A secondary purpose was to assess the effect of other features of students background on performance. Background factors selected on the basis of a literature review were prior study of accounting, general ability, language, gender and study mode (full-time or part-time). The findings are that part-time students perform better than full-time students. In addition entry qualifications together with general ability explained performance in second year management accounting. The prior study of accounting at secondary school, gender and language background had no significant effect on performance. These findings have implications for selection processes and teaching practice in undergraduate accounting education.

Suggested Citation

  • 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.
    • Handle: RePEc:taf:accted:v:7:y:1998:i:1:p:65-73
    DOI: 10.1080/096392898331315
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    Citations

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    Cited by:

    1. 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.
    2. 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.
    3. 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.
    4. 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.
    5. 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.
    6. 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.
    7. 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.
    8. 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.
    9. 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.
    10. 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.
    11. 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.

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