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An exploratory study of the impact of intervening variables on student performance in a Principles of Accounting course

Author

Listed:
  • Kamal Naser
  • Michael Peel

Abstract

The purpose of this paper is to provide some new empirical evidence on the determinants of student performance in a Principles of Accounting course at Birzeit University situated in the Occupied West Bank. It examines the impact of a number of new attitudinal variables on examination performance. The empirical results suggest that, in addition to a number of standard control variables, student perceptions of factors associated with class size, the attributes of the lecturer, student effort and the complexity of the course are associated with student performance in a first level principles of accounting course.

Suggested Citation

  • Kamal Naser & Michael Peel, 1998. "An exploratory study of the impact of intervening variables on student performance in a Principles of Accounting course," Accounting Education, Taylor & Francis Journals, vol. 7(3), pages 209-223.
  • Handle: RePEc:taf:accted:v:7:y:1998:i:3:p:209-223
    DOI: 10.1080/096392898331153
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    Citations

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    Cited by:

    1. Harrington, Donna Ramirez & Kulasekera, Kumuduni & Bates, Rick & Bredahl, Maury E., 2006. "Determinants of Student Performance in an Undergraduate Financial Accounting Class," Working Papers 34117, University of Guelph, Department of Food, Agricultural and Resource Economics.
    2. repec:eee:spacre:v:17:y:2014:i:2:p:108-115 is not listed on IDEAS
    3. Elizabeth Gammie & Brenda Paver & Bob Gammie & Fiona Duncan, 2003. "Gender differences in accounting education: an undergraduate exploration," Accounting Education, Taylor & Francis Journals, vol. 12(2), pages 177-196.
    4. Kevin M. Baird & Venkateshwaran Narayanan, 2010. "The effect of a change in teaching structure on student performance," Asian Review of Accounting, Emerald Group Publishing, vol. 18(2), pages 148-161, July.
    5. Tracey Mcdowall & Beverley Jackling, 2006. "The Impact of Computer-Assisted Learning on Academic Grades: An Assessment of Students' Perceptions," Accounting Education, Taylor & Francis Journals, vol. 15(4), pages 377-389.
    6. Alison Lane & Mike Porch, 2002. "The impact of background factors on the performance of nonspecialist undergraduate students on accounting modules - a longitudinal study: a research note," Accounting Education, Taylor & Francis Journals, vol. 11(1), pages 109-118.
    7. Alison Lane & Mike Porch, 2002. "Computer Aided Learning (CAL) and its impact on the performance of non-specialist accounting undergraduates," Accounting Education, Taylor & Francis Journals, vol. 11(3), pages 217-233.
    8. Paul de Lange & Felix Mavondo, 2004. "Gender and motivational differences in approaches to learning by a cohort of open learning students," Accounting Education, Taylor & Francis Journals, vol. 13(4), pages 431-448.
    9. Louise Gracia & Ellis Jenkins, 2002. "An exploration of student failure on an undergraduate accounting programme of study," Accounting Education, Taylor & Francis Journals, vol. 11(1), pages 93-107.

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