Factors Hindering Class Attendance: Views of University Accounting Students

Abstract

This paper examines the factors that hinder University accounting students from attending classes on a regular basis. A survey instrument comprising of factors that impede class attendance - adopted from prior studies and modified- was administered to the second, third and the fourth year students doing accounting courses. Descriptive statistics were computed and Independent sample T-tests were performed to measure how statistically significant different the views of students from different years of study were. The results of the study suggest that studying for other tests, uploading of lecture materials to ICT platforms, failure to do the necessary reading in advance of class, working on the project which is due on the same day of a class, lack of proper time management and failure to properly allocate time to school activities are among the ten key factors responsible for class non-attendance. Other hindrances to class attendance include having many lecturers to attend in a day, transport problems to school, lack of personal motivation and a long time lag between classes. In addition, the results reveal that majority of respondents assess their class attendance to be satisfactory; and there is no evidence to indicate that type of course, gender and accommodation status are among the causes of differences in class attendance. Also the results suggest that the higher the levels of study the more the number of factors are considered hindrances to class attendance. These results have implications to students, lecturers, tertiary institutions and sponsors who in one way or the other can devise means to mitigate the problem of class absenteeism.

Faculty Reform, Curriculums Development, and Motives of Accounting Specialization: Evidence from Egypt

“…The prior literature reveals that some educational factors found to affect students' choices such as performance in accounting at school (Myburgh, 2005), understanding of professional accounting backgrounds (Yusoff et al, 2011), performance in secondary school, student's interest in the subject (Odia & Ogiedu, 2013;Wally-Dima, 2013), interest to the course (Dibabe, Wubie & Wondmagegn (2015) and their GPA before specialization (Lidiyawati, 2021). Accordingly, the first hypothesis states that: H01: There is no significant impact of educational motives on the students' choice to specialize in accounting.…”

Fatores influenciadores da escolha pelo curso de Ciências Contábeis

“…Pretendo trabalhar com pessoas e contribuir com a sociedade. Fonte: Baseado em Alanezi et al (2016); Chen et al (2008), Dalci et al (2013), Pehlivan e Durgut (2019), Grabowski (2019), Indriani e Murti (2018), Hsiao e Nova (2016), Khalid et al (2018), Lopes e Meurer (2019), Marques et al (2016), Peleias et al (2017), Pinheiro e Santos (2010), Politelo et al (2013), Pratama (2017), Souza e Durso (2018), Srirejeki et al (2019), Thing e Jalaludin (2018), Uyar et al (2011), Umar (2014), Wally-Dima (2013).…”