Abstracts - Earli

for many elementary school children. Actually, children might not always pay attention to theirpeer’s statements the way their teacher would like them to.D329 August 2007 11:00 - 12:20Room: PP3Poster SessionPoster sessionChair:Csaba Csíkos, University of Szeged, HungaryAssessing modeling skills, meta-cognitive modeling knowledge and meta-modeling knowledgeChristiana Th. Nicolaou, University of Cyprus, CyprusConstantinos P. Constantinou, University of Cyprus, CyprusModelling is a fundamental ability in science. The present paper describes an attempt to developand validate a series of open-ended diagnostic tests for measuring University students’ modellingability. We have designed tests for measuring three aspects of the modelling ability: a) specificmodelling skills, b) knowledge about the modelling process, and c) meta-modelling knowledge.The twelve tests developed were used to assess the effectiveness of an inquiry oriented modellingbasedcurriculum that was implemented in the frame of a blended e-learning course at theUniversity of Cyprus, during the spring semester of 2006. Our sample consisted of seventeen preserviceteachers who attended the course. We analytically describe the assessment procedure forone of the tests and summarize the results of the remaining tests. Combined qualitative(phenomenographic analysis) and quantitative analysis (Multivariate Analysis of Variancerepeatedmeasures) indicates the quality of the tests and provides some insights on theeffectiveness of the instructional intervention for the development of students’ modelling abilityand for the transfer of this ability in new unfamiliar contexts.Understanding the variation in academic success of first year accounting studentsBarbara Flood, Dublin City University, IrelandMarann Byrne, Dublin City University, IrelandPauline Willis, Dublin City University, IrelandAs participation in higher education increases and greater diversity is reflected in the student body,universities face new challenges regarding student transition, progression, retention and ultimately,academic success. Prior literature identifies that students’ academic achievements are influencedby a range of background variables and their approaches to learning, reflecting the complex web ofinteractions that occur during the learning process. This paper examines the relationships betweenstudents’ preparedness for higher education, their motives, expectations, prior achievements,learning approaches and their academic success. Specifically, it compares the personal variablesand learning approaches of students who excel academically, to those who are significantly lesssuccessful in their studies. The research focuses on first year accounting students at an Irishuniversity. Cluster analysis was carried out to identify factors distinguishing high achievingstudents from low achieving students. The analysis reveals that the high achievers take a morestrategic approach to their learning and have better prior academic results. Furthermore, they areless interested in the sports and social opportunities offered at university and are more likely to– 202 –