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Determining the relationship between attendance and performance in accounting education
journal contribution
posted on 2023-05-20, 04:57 authored by Alagiah, R, Delaney, D, McManus, LThis study provides some empirical evidence of the relationship between face‐to‐face contact for accounting students by comparing their performance with their attendance at tutorials. Previous research has shown that there was no significant difference in the performance of students, measured by their results, between students who attended tutorials and lectures with those who did not. Internal students who had face‐to‐face contact outscored those who did not attend lectures and tutorials. This suggests that attendance does explain performance. Consistent with previous studies, we posit that students who attended tutorials have a greater possibility of scoring a higher mean average grade than those who did not attend tutorials. We hypothesise that attendance at tutorials is useful and is conducive to better learning in accounting at the undergraduate levels. With debate about converting all accounting undergraduate courses into the flexible mode over the horizon, this study provides some empirical evidence to accounting students, accounting academics and university administrators as to the suitability of learning and teaching modes in accounting at the undergraduate level.
History
Publication title
Asian Review of AccountingVolume
9Pagination
128-138ISSN
1321-7348Department/School
TSBEPublisher
MCB UP LtdPlace of publication
United StatesRights statement
Copyright 2001 MCB UP LimitedRepository Status
- Restricted