Understanding academic performance and progression of first-year accounting and business economics undergraduates: the role of approaches to learning and prior academic achievement

Research output: Contribution to journalArticle

Abstract

Previous research indicates that age, gender, and prior academic achievement have direct effects on students' approaches to learning and their academic performance and progression. Here an investigation is reported which explores the relationships between 60 first-year undergraduate accounting and business economics students' approaches to learning, their age, gender, prior academic achievement, and their subsequent academic performance and progression. Linear regression analyses identified the strongest predictor of first-year academic performance and progression as prior academic achievement (i.e. performance in school examinations). Cluster analysis of the six dimensions of the RASI, academic performance and progression revealed two clusters. The first cluster (labelled ‘effective learner’) had a 75.0% rate of progression; the second (labelled ‘ineffective learner’) had only an 11.7% rate of progression. ‘Effective learner’ scores high on Deep Approach and low on Surface Approach, while the ‘ineffective learner’ scores low on Deep Approach and high on Surface Approach.
Original languageEnglish
Pages (from-to)409–430
JournalAccounting Education
Volume13
Issue number4
DOIs
Publication statusPublished - 2004

Fingerprint

business economics
academic achievement
learning
performance
gender
cluster analysis
student
Academic achievement
Academic performance
Progression
Undergraduate economics
regression
examination
school

Keywords

  • students' approaches to learning (SAL)
  • Revised Approaches to Studying Inventory (RASI)
  • academic performance
  • progression
  • prior academic achievement

Cite this

@article{a63f5ea5cb4543458255063138b89966,
title = "Understanding academic performance and progression of first-year accounting and business economics undergraduates: the role of approaches to learning and prior academic achievement",
abstract = "Previous research indicates that age, gender, and prior academic achievement have direct effects on students' approaches to learning and their academic performance and progression. Here an investigation is reported which explores the relationships between 60 first-year undergraduate accounting and business economics students' approaches to learning, their age, gender, prior academic achievement, and their subsequent academic performance and progression. Linear regression analyses identified the strongest predictor of first-year academic performance and progression as prior academic achievement (i.e. performance in school examinations). Cluster analysis of the six dimensions of the RASI, academic performance and progression revealed two clusters. The first cluster (labelled ‘effective learner’) had a 75.0{\%} rate of progression; the second (labelled ‘ineffective learner’) had only an 11.7{\%} rate of progression. ‘Effective learner’ scores high on Deep Approach and low on Surface Approach, while the ‘ineffective learner’ scores low on Deep Approach and high on Surface Approach.",
keywords = "students' approaches to learning (SAL), Revised Approaches to Studying Inventory (RASI), academic performance, progression, prior academic achievement",
author = "Angus Duff",
year = "2004",
doi = "10.1080/0963928042000306800",
language = "English",
volume = "13",
pages = "409–430",
journal = "Accounting Education",
issn = "0963-9284",
publisher = "Taylor & Francis",
number = "4",

}

TY - JOUR

T1 - Understanding academic performance and progression of first-year accounting and business economics undergraduates

T2 - the role of approaches to learning and prior academic achievement

AU - Duff, Angus

PY - 2004

Y1 - 2004

N2 - Previous research indicates that age, gender, and prior academic achievement have direct effects on students' approaches to learning and their academic performance and progression. Here an investigation is reported which explores the relationships between 60 first-year undergraduate accounting and business economics students' approaches to learning, their age, gender, prior academic achievement, and their subsequent academic performance and progression. Linear regression analyses identified the strongest predictor of first-year academic performance and progression as prior academic achievement (i.e. performance in school examinations). Cluster analysis of the six dimensions of the RASI, academic performance and progression revealed two clusters. The first cluster (labelled ‘effective learner’) had a 75.0% rate of progression; the second (labelled ‘ineffective learner’) had only an 11.7% rate of progression. ‘Effective learner’ scores high on Deep Approach and low on Surface Approach, while the ‘ineffective learner’ scores low on Deep Approach and high on Surface Approach.

AB - Previous research indicates that age, gender, and prior academic achievement have direct effects on students' approaches to learning and their academic performance and progression. Here an investigation is reported which explores the relationships between 60 first-year undergraduate accounting and business economics students' approaches to learning, their age, gender, prior academic achievement, and their subsequent academic performance and progression. Linear regression analyses identified the strongest predictor of first-year academic performance and progression as prior academic achievement (i.e. performance in school examinations). Cluster analysis of the six dimensions of the RASI, academic performance and progression revealed two clusters. The first cluster (labelled ‘effective learner’) had a 75.0% rate of progression; the second (labelled ‘ineffective learner’) had only an 11.7% rate of progression. ‘Effective learner’ scores high on Deep Approach and low on Surface Approach, while the ‘ineffective learner’ scores low on Deep Approach and high on Surface Approach.

KW - students' approaches to learning (SAL)

KW - Revised Approaches to Studying Inventory (RASI)

KW - academic performance

KW - progression

KW - prior academic achievement

U2 - 10.1080/0963928042000306800

DO - 10.1080/0963928042000306800

M3 - Article

VL - 13

SP - 409

EP - 430

JO - Accounting Education

JF - Accounting Education

SN - 0963-9284

IS - 4

ER -