A Multicampus Study of First Year Accounting: An Australian Study

Abstract

This study examines the performance of first year accounting students in a recently amalgamated tertiary institution which conducts a common accounting course across three campuses. Despite the uniformity in curriculum content there are distinct campus differences including tertiary entry cut off scores, teaching styles and contact hours. A multiple regression model has been employed to examine the impact on performance of student background (including tertiary entrance score, prior accounting knowledge, sex and motivation), perceptions of teaching and campus, in a first unit of accounting. The quantitative model is supplemented by qualitative data analysis of student perceptions of the course and the teaching. The findings of this study are that background variables including prior accounting knowledge, tertiary entrance score and motivation to study accounting are significant in explaining performance. Of the variables tested on student perceptions of teaching only one, memory, was significant in explaining performance of students. Differences were identified in student performance across campuses after controlling for student background and in the perceptions of teaching. Campus differences were attributed to the differences in contact hours on the three campuses. These findings have implications for accounting educators teaching first year accounting both in a single campus setting and those endeavouring to develop a common curriculum across campuses in the recently formed Unified National System.

Citation

Jackling, B. and Wigg, R. (1997), "A Multicampus Study of First Year Accounting: An Australian Study", Asian Review of Accounting, Vol. 5 No. 1, pp. 126-146. https://doi.org/10.1108/eb060685