Key variables for academic performance in university accounting studies. A mediation model

This paper highlights the importance of conducting studies to ascertain students' perceptions of the teaching-learning process, as this information can provide a valuable guide to course planning and enhance teaching. This study analyses, based on structural equation modelling, the relationship...

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Bibliographic Details
Published in:Innovations in education and teaching international 2020-05, Vol.57 (3), p.374-385
Main Authors: Pérez-López, Maria Carmen, Ibarrondo-Dávila, María Pilar
Format: Article
Language:English
Subjects:
Academic Achievement
Academic performance
Accounting
Age Differences
Business education
College Students
Correlation
Course Descriptions
Foreign Countries
Learning
Learning Processes
Pedagogy
prior interest
Structural Equation Models
Student Attitudes
student commitment
Student Interests
Student Participation
Students
Teaching Methods
Universities
university accounting studies
University students
usefulness of the course
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Summary:This paper highlights the importance of conducting studies to ascertain students' perceptions of the teaching-learning process, as this information can provide a valuable guide to course planning and enhance teaching. This study analyses, based on structural equation modelling, the relationship between students' academic performance in an accounting course offered at the University of Granada and these students' perceptions of aspects of the teaching-learning process. Results show that academic achievement is directly related, positively and significantly, to students' prior interest in the course, their perceptions of the usefulness of the course, their level of class participation, their prior academic achievement and their age. Furthermore, we found that the prior interest of the students in the course is indirectly related to the final grade obtained, through the variables usefulness of the course and class participation. The implications of the results are discussed.
ISSN:1470-3297
1470-3300
DOI:10.1080/14703297.2019.1620624