Determinants of student performance in an accounting degree programme

Jansen, Jade; Villiers, Charl de

doi:10.1080/10291954.2015.1019223

Cited by 30 publications

(48 citation statements)

References 27 publications

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“…A vast amount of research has been performed on past academic results affecting student outcomes, both internationally and in South Africa. Past accounting research on student performance has explored the effect of either aggregate high school results, high school mathematics results, high school English results, high school accounting results or a combination of these on academic performance (Aidoo-Buameh and Ayagre, 2013; Gul and Fong, 1993;Jansen and De Villiers, 2016;McKenzie and Schweitzer, 2001;Papageorgiou, 2017;Papageorgiou and Carpenter, 2019;Pullen, Toerien and Anthony, 2015).…”

Section: Previous Academic Resultsmentioning

confidence: 99%

“…While South Africa spends a high proportion of gross domestic product (GDP) and taxation on education, this is not reflected in public school students' performance in their graduation results (South African Institute of Race Relations, 2018). Pullen et al (2015) and Jansen and de Villiers (2016) found limited evidence of school type impacting student outcomes.…”

Section: Type Of Schoolmentioning

confidence: 99%

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Can We Afford It? The association between financial aid and time to completion in Accounting Higher Education in South Africa: A literature review

Carpenter¹,

Roos²

2020

BMR

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Internationally, research has been conducted on factors affecting students' academic success as measured by time to degree completion. Investigating these factors is important given the role of higher education in the South African context. Astin's Input-Environment-Outcome (I-E-O) model was used to analyse the factors affecting students' academic success. These included key input and environmental factors identified in prior literature such as race, gender, prior academic results, English proficiency, high school quality, family income, first-generation educational status, integration into higher education institutions, student employment and financial aid. To date, South African research on financial aid has concentrated on how financial aid improves access to higher education, however, there is very little information on how it effects on-time degree completion. This paper thus identifies a gap in the role of financial aid in assisting timely graduation and examines this phenomenon in relation to accountancy students in South Africa.

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Section: Previous Academic Resultsmentioning

confidence: 99%

Section: Type Of Schoolmentioning

confidence: 99%

Can We Afford It? The association between financial aid and time to completion in Accounting Higher Education in South Africa: A literature review

Carpenter¹,

Roos²

2020

BMR

View full text Add to dashboard Cite

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“…The single best predictor of academic performance at all levels for accounting students in South Africa is academic performance in the immediately preceding year of study, whether in undergraduate studies (Jansen & De Villiers, 2016;Papageorgiou & Halabi, 2014;Swart & Becker, 2014), postgraduate courses (Pullen et al, 2015;Steenkamp, 2014;Swart & Becker, 2014) or professional exams (van Wyk, 2011). This is likely due to the hierarchical knowledge structure of accounting studies (Myers, 2017).…”

Section: Academic and Demographic Factors Affecting Determinants Of Successmentioning

confidence: 99%

“…Numerous South African studies report that students who took accounting as a subject in Grade 12 outperformed those who did not (Bokana & Tewari, 2014;Papageorgiou, 2017;Papageorgiou & Carpenter, 2019). However, any advantage gained is not sustained beyond the first year of undergraduate study (Jansen & De Villiers, 2016;Papageorgiou & Halabi, 2014). Overall, performance in Grade 12 is strongly correlated with academic success at all levels of tertiary education (Bokana & Tewari, 2014;Jansen & De Villiers, 2016;Pullen et al, 2015).…”

Section: Academic and Demographic Factors Affecting Determinants Of Successmentioning

confidence: 99%

“…However, any advantage gained is not sustained beyond the first year of undergraduate study (Jansen & De Villiers, 2016;Papageorgiou & Halabi, 2014). Overall, performance in Grade 12 is strongly correlated with academic success at all levels of tertiary education (Bokana & Tewari, 2014;Jansen & De Villiers, 2016;Pullen et al, 2015).…”

Section: Academic and Demographic Factors Affecting Determinants Of Successmentioning

confidence: 99%

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The relationship between self-efficacy and accounting students' academic performance at a South African university

Carpenter

Shamsoodien

2021

7th International Conference on Higher Education Advances (HEAd'21)

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Racial transformation is crucial for South African higher education institutions, the accounting profession and the country as a whole. Consequently, determinants of students’ academic success must be at the forefront of accounting education research. Understanding these determinants will assist universities to better assist students with their learning. This study focused on self-efficacy in academic performance—a previously limited research area in South African accounting education. The aim was to determine the relationship between self-efficacy and academic performance amongst students registered in a second-year undergraduate course for an accounting degree at a South African university. It was found that self-efficacy was moderately positively correlated with academic performance. The findings indicate that it is worthwhile performing further empirical research on self-efficacy, especially while controlling for other significant factors affecting students’ academic performance.

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Academic achievement in the financial accounting course: COVID19 impact within the Diversity, Equity, Inclusion and Belonging (DEIB) framework

Kim,

Rosacker

2024

Journal of Accounting Education

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Determinants of student performance in an accounting degree programme

Cited by 30 publications

References 27 publications

Can We Afford It? The association between financial aid and time to completion in Accounting Higher Education in South Africa: A literature review

Can We Afford It? The association between financial aid and time to completion in Accounting Higher Education in South Africa: A literature review

The relationship between self-efficacy and accounting students' academic performance at a South African university

Academic achievement in the financial accounting course: COVID19 impact within the Diversity, Equity, Inclusion and Belonging (DEIB) framework

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