A model of specific cognate ability in an accounting course

Article Abstract:

This study proposes and tests a causal model to explain variations in performance in the New Zealand University Bursaries Accounting examination. The model was based on specific abilities in cognate subjects. The influence of the specific ability was characterised by the semipartial correlation coefficient of performance in the cognate subject examination with performance in the accounting examination. Performance in the examination and the semipartial correlation coefficients were independent of gender, the year of the examination and the combination of courses taken. The effects of specific ability in statistics and calculus were greater than those for the subjects of economics and English. (Reprinted by permission of the publisher.)

Accounting, auditing, & bookkeeping, Colleges and universities, Universities and colleges, Testing, Schools, Educational tests, Educational tests and measurements

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Prior accounting education and performance in a first-level university course in New Zealand

Article Abstract:

This New Zealand study examined whether prior accounting education at school had a positive effect on performance in the corresponding first-level university course. The research question was tested using an ANCOVA. Proxies for academic ability were used as covariates so as to eliminate systematic bias in in the samples. Prior study at the Bursary level carried a positive benefit. The findings were in agreement with the thesis that the level of conceptual accounting thought acquired at school, rather than the ability to manipulate figures in accordance with mechanical bookkeeping procedures, affected subsequent performance at university. (Reprinted by permission of the publisher.)

Education, Business education

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Performance in accountancy courses

Article Abstract:

This paper seeks to determine whether student performance differs in what can be termed 'academic' and 'professional' undergraduate courses. The results indicate that student performance is lower in courses that are required to meet the academic requirements of the Accountancy profession than in other courses offered by the Department. Whilst this result was to be expected, the surprising result of the study was that ACA Accountancy courses experienced higher failure rates than ACA Commercial Law courses. (Reprinted by permission of the publisher.)

Curricula, Business schools

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