Academic Performance in Accounting: Online Versus Traditional Education

Caetano, Cleyde Cristina Rodrigues; Cardoso, Tatianne Aparecida de Oliveira; Miranda, Gilberto José; Freitas, Sheizi Calheira de

doi:10.4270/ruc.2015436

Cited by 6 publications

(12 citation statements)

References 4 publications

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“…It was noticed through the results that the students performed similarly in both hybrid teaching formats. The findings of Caetano et al (2015) show that classroom students scored better than those in DL. Similarly, their level of satisfaction was similar.…”

Section: Institutional Variablesmentioning

confidence: 84%

“…In the work of Caetano et al (2015), university students achieved better performances than students from other types of HEI. Santos (2012) investigated the determinants of academic performance from Accounting students, including the academic organization of the HEI.…”

Section: Institutional Variablesmentioning

confidence: 94%

“…The influence of the teaching modality on student performance has been attracting the attention of researchers, particularly in the last two decades, in which there was an acceleration of technological advances that enabled new ways of generating and disseminating content, and also giving rise to new modalities of formal education (as discussed in Caetano et al, 2015;Fortin, Viger, Deslandes, Callimaci & Desforges, 2019;McCarthy, Kusaila & Grasso, 2019;Rodrigues et al 2016;NASU 2020;Santos, 2012). In this context, Rodrigues et al (2016) investigated the determinants of academic performance of distance learning (DL) Accounting students and found that the variables of the SB group were the most influential.…”

Section: Institutional Variablesmentioning

confidence: 99%

“…Due to its relevance and usefulness in the educational area, researchers seek to understand which and how variables are associated with student performance in order to optimize it (Ahinful, Tauringana, Bansah & Essuman, 2019;Byrne & Flood, 2008;Caetano, Cardoso, Miranda, & Freitas, 2015;Nasu & Sasso, 2021;Rodrigues, Miranda, Resende, & Pereira, 2016). Understanding the factors associated with academic performance can help students, faculty, academic directors, and educational policymakers implement or adjust policies, practices, and pedagogical plans to increase student learning.…”

Section: Introductionmentioning

confidence: 99%

“…Substantial efforts have been made to understand the variables associated with the performance of business students (Byrne & Flood, 2008;Caetano et al, 2015;Gracia & Jenkins, 2003;Mallmann, Nasu & Domingues, 2021;Nasu & Sasso, 2021;Pike, 1991;Rodrigues et al, 2016). However, while there is a strong concentration of studies investigating the variables of the SB and TS groups, there is a lack of research examining institutional variables (HEI group) (Miranda et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Institutional variables explaining the performance of accounting and administration students

Nasu¹,

Silva²,

Borges³

et al. 2021

Rev. Cat. Cien. Cont.

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The aim of this study was to analyze the association between institutional variables and the performance of Accounting and Administration students. The microdata of Enade 2018 were used, obtaining 152,491 valid observations. Performance was measured in three ways: final performance, performance in the general training test and performance in the specific component test. In addition, the following institutional variables were considered: academic organization, region, modality and shift. The data were examined using zero adjusted Box Cox Cole Green (BCCG) regression models. The results indicated the institutional variables were relevant to explain the performance. Specifically, it was staked students enrolled in federal centers of technological education had superior performance than the other forms of academic organization. Another relevant point was the students in the North region performed worse than other regions in general. However, they outdid the students from Central-East region in the issues of general training. Regarding the teaching modality, it was found that students of face-to-face teaching presented higher performance than the distance learning students (DL). And the full-time students had better performances overall. As implications, it is pointed out that institutions offering Accounting and Administration courses in the Northern region may want to improve the quality of education, as well as those of the Centre-Western shall want to do so in relation to general training education. Similarly, the teaching on the DL modality can be improved and the offer of full-time courses can be thought of and potentially implemented.

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Section: Institutional Variablesmentioning

confidence: 84%

Section: Institutional Variablesmentioning

confidence: 94%

Section: Institutional Variablesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Institutional variables explaining the performance of accounting and administration students

Nasu¹,

Silva²,

Borges³

et al. 2021

Rev. Cat. Cien. Cont.

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Does distance education work? An analyses of profile, dropout and performance among Brazilians distance learners in higher education

Basso

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Aos meus pais Carlos Basso e Solange Terezinha Rosa da Silva pelo amor e apoio incondicional. E meus irmãos Heloisa da Silva Basso e Marcos da Silva Basso pelo companheirismo, além de todos os outros familiares que sempre estiveram torcendo por mim. A todos os professores e funcionários da FEA-RP\USP, em especial a Prof. Dr. Luiz Guilherme Dácar da Silva Scorzafave que foi um grande professor e orientador e com quem tive a oportunidade de conviver e aprender muito ao longo do doutorado e à Prof. Dr. Elaine Toldo Pazzelo que também contribuiu com meu trabalho. Ao Prof. Dr. Edson Roberto Severnini que me acolheu como meu supervisor durante a realização do programa de doutorado sanduíche na Carnegie Mellon University. Ao meu ex namorado Guilherme que esteve ao meu lado durante boa parte do doutorado e principalmente ao meu atual namorado Afonso que me acompanhou nessa reta final. Aos meus colegas da Pós-graduação da FEA-RP\USP, em especial para Felipe, Fernanda, Raytza, Rafael, Paolo, Darcy e Denize que me marcaram positivamente em minha trajetória.Também não poderia esquecer dos amigos que estiveram presentes durante esse período fornecendo amparo e suporte emocional:

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Variáveis institucionais explicativas do desempenho de estudantes de Ciências Contábeis e Administração

Nasu

Silva

Borges

et al. 2021

Rev. Cat. Cien. Cont.

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O objetivo deste estudo foi analisar a associação entre variáveis institucionais e o desempenho de estudantes de ciências contábeis e administração. Foram utilizados os microdados do Enade 2018, obtendo-se 152.491 observações válidas. O desempenho foi mensurado de três formas: desempenho final, desempenho na prova de formação geral e desempenho na prova de componente específico. Ademais, foram consideradas as seguintes variáveis institucionais: organização acadêmica, região, modalidade e turno. Os dados foram examinados a partir de modelos de regressão Box Cox Cole Green (BCCG) com zeros ajustados. A partir dos resultados, concluiu-se que as variáveis institucionais foram relevantes para explicar o desempenho. Especificamente, destaca-se que os estudantes matriculados em centros federais de educação tecnológica tiveram desempenho superior aos das outras formas de organização acadêmica. Outro ponto é que os alunos da região Norte performaram pior do que o das outras regiões de modo geral. Todavia, superaram os alunos da região Centro-Oeste nas questões de formação geral. Quanto à modalidade de ensino, verificou-se que alunos do ensino presencial apresentaram performance superior a dos estudantes do ensino a distância (EaD). E os alunos do turno integral tiveram melhores performances de modo geral. Como implicações, aponta-se que as instituições que oferecem cursos de contabilidade e administração na região Norte podem querer aprimorar a qualidade do ensino, assim como as do Centro-Oeste podem querer fazê-lo em relação ao ensino de formação geral. Da mesma forma, o ensino da modalidade EaD pode ser aprimorado e a oferta de cursos em período integral pode ser pensada e, potencialmente, implantada.

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Academic Performance in Accounting: Online Versus Traditional Education

Cited by 6 publications

References 4 publications

Institutional variables explaining the performance of accounting and administration students

Institutional variables explaining the performance of accounting and administration students

Does distance education work? An analyses of profile, dropout and performance among Brazilians distance learners in higher education

Variáveis institucionais explicativas do desempenho de estudantes de Ciências Contábeis e Administração

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