The impact of computer-assisted learning on academic grades: an assessment of students' perceptions

McDowall, Tracey and Jackling, Beverley 2006, The impact of computer-assisted learning on academic grades: an assessment of students' perceptions, Accounting education, vol. 15, no. 4, pp. 377-389, doi: 10.1080/09639280601011065.

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Title The impact of computer-assisted learning on academic grades: an assessment of students' perceptions
Author(s) McDowall, TraceyORCID iD for McDowall, Tracey
Jackling, Beverley
Journal name Accounting education
Volume number 15
Issue number 4
Start page 377
End page 389
Publisher Chapman & Hall
Place of publication London, England
Publication date 2006-12
ISSN 0963-9284
Keyword(s) CAL
entry pathway
academic performance
Summary This study examines student perceptions of the usefulness of Computer-Assisted Learning (CAL) packages in learning accounting concepts in terms of the influence on academic performance. Various additional factors  affecting academic performance [such as gender, prior studies of  accounting, and computer systems, together with entry background] are incorporated in the development of a multiple regression model, together with perceptions of CAL. The study uses a sample of 280 second-year undergraduate accounting students from an Australian university to test the model. In contrast to prior studies (e.g. Lane and Porch, 2002, Accounting Education: an international journal, 11(3), pp. 217-233), this study showed that positive perceptions of the usefulness of CAL significantly influenced performance. Additionally, it was found that international students, many of whom enter university at the second year level having obtained advanced standing credits, had significantly poorer performance than local students. The findings show that gender, prior studies of accounting and computing systems were not significant influences on academic performance. Overall, the results have implications for accounting educators utilising CAL in courses as a means of improving students' understanding of accounting concepts and academic performance.
Language eng
DOI 10.1080/09639280601011065
Field of Research 150199 Accounting, Auditing and Accountability not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2006, Taylor & Francis
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Document type: Journal Article
Collections: Faculty of Business and Law
School of Accounting, Economics and Finance
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