Student Performance in their First Postsecondary Accounting Course: Does High School Accounting Matter?

Abstract

This study examines an issue that confronts most instructors in the first financial accounting course at the postsecondary level, that is, some students have had a high school accounting course, while others have not. Specifically, this study investigates the effect a high school accounting course has on student performance in their first postsecondary level financial accounting course (midterm examinations and course grades). The results suggest this relationship is significant and positive, yet must be interpreted carefully. For example, scholastic aptitude, time management skills, and other intrinsic values also play an important role in student achievement.

Citation

Xiang, M. and Gruber, R. (2012), "Student Performance in their First Postsecondary Accounting Course: Does High School Accounting Matter?", Feldmann, D. and Rupert, T.J. (Ed.) Advances in Accounting Education: Teaching and Curriculum Innovations (Advances in Accounting Education, Vol. 13), Emerald Group Publishing Limited, Leeds, pp. 297-311. https://doi.org/10.1108/S1085-4622(2012)0000013017