Assessing accounting students’ academic performance: A case study on Romania

Abstract Purpose We propose a research design involving the use of Bloom’s taxonomy both in facilitating the teaching–learning process and in the educator assessing students’ final grades. The latter are compared with students’ self-acknowledged grades. Testing is done by considering a sample of accounting students enrolled for the Controlling course in Romania. Methodology/approach The employed research methodology relies on two instruments: a questionnaire and the examination process. Cluster analysis is used in analyzing students’ grades. Determinants of students’ academic performance are discussed by using factor analysis. Findings Comparing students’ self-acknowledged grades with those assessed by the educator, we document the necessity of further work in enhancing students’ ability to better assess their academic performance. Questions belonging to the application and analysis levels seem to be preferred by students. Practical implications We raise a series of theoretical questions in the area of examination performance. The obtained results in relation to the assessment of accounting students’ academic performance and its determinants offer useful insights for accounting educators. Originality/value of chapter Our chapter tests the use of Bloom’s taxonomy in the context of an emerging country’s educational system that lacked consistency and faced significant challenges throughout history. We also consider two measures for students’ academic performance as perceptions upon what should be the same result of the teaching–learning process. The chapter addresses the evolutions and particularities of the Romanian academic environment in the area of economics, developing a brief analysis meant to position the testing of the proposed research design.

[1]  N. Paisey,et al.  Student attendance in an accounting module – reasons for non-attendance and the effect on academic performance at a Scottish University , 2004 .

[2]  Louise Gracia,et al.  A quantitative exploration of student performance on an undergraduate accounting programme of study , 2003 .

[3]  F. Mavondo,et al.  Gender and motivational differences in approaches to learning by a cohort of open learning students , 2004 .

[4]  Alison Lane,et al.  The impact of background factors on the performance of nonspecialist undergraduate students on accounting modules - a longitudinal study: a research note , 2002 .

[5]  William A. Mehrens,et al.  Using multiple choice test items to improve classroom testing of professional accounting students , 1985 .

[6]  Thomas A. Shimerda,et al.  What the academic advisor needs to know about job placement , 1983 .

[7]  Carolyn A. Strand,et al.  Using the Team‐Learning Model in a Managerial Accounting Class: An Experiment in Cooperative Learning , 2001 .

[8]  M. Milne,et al.  Oral and written communication apprehension in accounting students: Curriculum impacts and impacts on academic performance , 2005 .

[9]  L. Stevenson,et al.  Peer-mentoring undergraduate accounting students: The influence on approaches to learning and academic performance , 2010 .

[10]  Hian Chye Koh,et al.  The determinants of performance in an accountancy degree programme , 1999 .

[11]  Lai Mooi Tho Some evidence on the determinants of student performance in the University of Malaya introductory accounting course , 1994 .

[12]  P. Booth,et al.  The quality of learning in accounting education: the impact of approaches to learning on academic performance , 1999 .

[13]  Yilmaz Guney,et al.  Exogenous and Endogenous Factors Influencing Students' Performance in Undergraduate Accounting Modules , 2009 .

[14]  Prem Ramburuth,et al.  Exploring the relationship between students' orientations to learning, the structure of students' learning outcomes and subsequent academic performance , 2004 .

[15]  Yew Chia,et al.  Job offers of multi-national accounting firms: the effects of emotional intelligence, extra-curricular activities, and academic performance , 2005 .

[16]  N. Hartnett,et al.  Recognizing the importance of instruction style to students' performance: some observations from laboratory research – a research note , 2003 .

[17]  Elizabeth Gammie,et al.  Accountancy undergraduate performance: a statistical model , 2003 .

[18]  V. Vroom Work and motivation , 1964 .

[19]  Michael J. Stahl,et al.  Modeling effort decisions with behavioral decision theory: Toward an individual differences model of expectancy theory , 1981 .

[20]  David C. Hayes,et al.  Worth Repeating: Paper Color May Have an Effect on Student Performance , 2009 .

[21]  Nicholas Athanassiou,et al.  Critical Thinking in the Management Classroom: Bloom's Taxonomy as a Learning Tool , 2003 .

[22]  Barbara Flood,et al.  Approaches to Learning of European Business Students , 2002 .

[23]  M. Pendlebury,et al.  From fresher to finalist 1 , 1993 .

[24]  M. Pendlebury,et al.  From fresher to finalist: a three year analysis of student performance on an accounting degree programme , 2014 .

[25]  Stuart H. Jones,et al.  The Effects of a Hypertext Learning Aid and Cognitive Style on Performance in Advanced Financial Accounting , 2010 .

[26]  Kim B. Tan,et al.  A NOTE ON THE ACADEMIC PERFORMANCE OF DEEP‐ELABORATIVE VERSUS SHALLOW‐REITERATIVE INFORMATION PROCESSING STUDENTS , 1990 .

[27]  Beverley Jackling,et al.  Study mode, general ability and performance in accounting: a research note , 1998 .

[28]  William B. Michael,et al.  The influence of color of paper upon scores earned on objective achievement examination. , 1955 .

[29]  R. Steve McDuffie,et al.  Impact of an audit reporting expert system on learning performance: A teaching note , 2006 .

[30]  Richard B. Dull,et al.  Metacognition and Performance in the Accounting Classroom , 2009 .

[31]  David J. Flinders,et al.  Bloom's taxonomy : a forty-year retrospective , 1996 .

[32]  S. Webber,et al.  Accounting education literature review (20062009) , 2010 .

[33]  Michael J. Peel,et al.  An exploratory study of the impact of intervening variables on student performance in a Principles of Accounting course , 1998 .

[34]  Jonna Holland,et al.  Preliminary Evidence on the Association between Critical Thinking and Performance in Principles of Accounting , 2005 .

[35]  Angus Duff,et al.  Understanding academic performance and progression of first-year accounting and business economics undergraduates: the role of approaches to learning and prior academic achievement , 2004 .

[36]  Leonard Stokes A preliminary study of learning objectives across the curriculum: an analysis of various accounting textbooks , 2008 .