Proceedings

1. ACCOUNTING STUDENTS’ ACADEMIC PERFORMANCE:
REVIEW OF LITERATURE
Up-to-date literature considering academic performance in accounting rarely focuses
on the examination performance by itself, while in most of the cases emphasizing its
correlates. If we look at studies being developed few decades ago we can find support
for multiple choice testing as an alternative to the traditional “problem” or essay test
used for evaluation of academic achievement in accounting courses (Collier and
Mehrens, 1985), while also encouraging the development of objective test items for
use in the classroom. We must nowadays mention Guney’s (2009) study discussing
the idea of examination structure, noting that students do care about the way the
examination questions are asked, and pleading for a rigorous and pedagogic
preparation of examination questions in accounting. Guney (2009) documents that
some students show their ability and intellect better in multiple-choice examinations,
while some on essay-type examinations. That is why he argues for the use of various
formats of examinations that should have the role of mitigating the adverse
consequences of a typical exam structure on a specific group of students.
If we are to make a review of how academic performance is being measured within
literature and emphasize the exact term being used we can conclude that it is through
marks (Jones and Wright, 2010; Guney, 2009), grades (Schleifer and Dull, 2009;
Ramburuth and Mladenovic, 2004; Gracia and Jenkins 2003; Lewis et al. 1983),
scores (Fordham and Hayes, 2009; Gardner et al. 2005; Koh and Hoh 1999), points
(Kealy et al., 2005) and examination results (McDuffie and Smith, 2006; Chia, 2005;
Duff, 2004; Paisey and Paisey, 2004; Hartnett et al., 2003; Lane and Porch, 2002;
Lancaster and Strand, 2001; Naser and Peel, 1998; Tho, 1994; Barlett et al, 1993).
Jones and Wright (2010) use marks on two questions on the final examination dealing
with consolidation accounting, Ramburuth and Mladenovic (2004) use aggregate final
grades, Lewis et al. (1983) grade point average and Schleifer and Dull (2009) use a
grade-point average scale (4 for an A, 3 for a B, 2 for a C, 1 for a D, and 0 for an F).
In accordance to the purpose of each study, authors may consider students’ academic
performance for one or more years, while looking at one or more subjects (accounting
or others). Fro example Gracia and Jenkins (2003) use total grade points achieved in
all modules studied by each student in the previous academic year, while Koh and
Koh (1999) use scores obtained in all the subjects for each of the three years of an
accountancy degree programme in order to capture a better assessment of their overall
academic ability than one or two subjects, and to track their performance over time.
Other studies using examination results make reference to the common final exam
(Lancaster and Strand, 2001), module performance (Paisey and Paisey, 2004),
assessment task (Hartnett et al., 2003), assessment test (Barlett et al., 1993) and quiz
scores (Fordham and Hayes, 2009) or percentage of total points earned on three
interim tests and on the final exam (Kealy et al., 2005).
A significant number of studies that were developed over time can be included in the
body of literature considering the determinants of academic success in accounting.
Therefore, academic performance is most of the times analyzed as being the
dependent variable for literature considering correlates of academic performance in
accounting. Once again studies vary in accordance to their main objective, looking at
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