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dc.contributor.authorAuyeung, Pak
dc.contributor.authorSands, John
dc.date.accessioned2019-12-03T05:27:40Z
dc.date.available2019-12-03T05:27:40Z
dc.date.issued1994
dc.identifier.issn09639284en_US
dc.identifier.doi10.1080/09639289400000024en_US
dc.identifier.urihttp://hdl.handle.net/10072/121538
dc.description.abstractThis study investigates whether secondary school accounting, mathematics and Tertiary Entrance score have any effect on the deep learning and surface learning components of the first-year university accounting examination. In addition, it examines whether these school factors have same relative predictive value in explaining the performance of male and female accounting students. Results show that while they were relevant in explaining success in the surface learning component, none of the perdictors had any significant predictive power for the deep learning component. Results also indicate that the performance of males was best explained by school accounting. On the other hand, the effect of general academic ability on female performance was greater than that of specific cognate subjects.en_US
dc.description.peerreviewedYesen_US
dc.languageEnglishen_US
dc.publisherRoutledge (UK)en_US
dc.publisher.placeLondonen_US
dc.relation.ispartofpagefrom259en_US
dc.relation.ispartofpageto272en_US
dc.relation.ispartofissue3en_US
dc.relation.ispartofjournalAccounting Educationen_US
dc.relation.ispartofvolume3en_US
dc.subject.fieldofresearchMEDICAL AND HEALTH SCIENCESen_US
dc.subject.fieldofresearchcode110000en_US
dc.titlePredicting success in first-year university accounting using gender-based learning analysisen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyGriffith Business School, Department of Accounting, Finance and Economicsen_US
gro.hasfulltextNo Full Text
gro.griffith.authorSands, John S.
gro.griffith.authorAuyeung, Pak K.


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