Relationship of study approach and exam performance
- 作者：Davidson ; Ronald A.
- 关键词：Study approach ; Exam performance ; Problem complexity ; Deep study approach ; Surface study approach ; Study process questionnaire ; Learning process questionnaire
- 刊名：Journal of Accounting Education
- 出版年：2002
- 期刊代码：37_07485751
- 类别：bus
- 出版时间：Winter, 2002
- 卷：20
- 期：1
- 页码：29-44
- 文件大小：122 K
摘要
This study considers the relationship between study approach and examination performance. The data show a significant relationship between performance on complex examination questions and the use of a deep study approach, ceteris paribus. No significant relationships occur between the use of a deep study approach and performance on questions that are less complex or between the use of a surface study approach and any examination results. The findings also show that prior academic achievement, as indicated by cumulative GPA, and motivation for taking the course, as indicated by students’ plans to seek an accounting job, are the best predictors of examination performance. These findings imply that accounting educators should encourage students to develop and use a deep study approach to become more proficient with complex material. Examples of how this may be done are provided.