门户课程中的DFW并不总是一个毕业问题:2007年至2018年中级会计I研究

Q1 Social Sciences

Journal of Accounting Education Pub Date : 2022-09-01 DOI:10.1016/j.jaccedu.2022.100795

Carol Springer Sargent , Troy Sullivan , Harry McAlum

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引用次数: 1

摘要

数据分析提供了前所未有的新工具来发现留存、晋升和毕业(RPG)的障碍(Wright, McKay, Hershock, Miller &Tritz, 2014)，这是大学成功的关键指标。利益相关者从逻辑上确定高DFW率的课程，并试图减少门户课程的不进展。本研究旨在探讨在入门会计课程中，失学率是否与较低的毕业率相关。在一项针对3667名商科专业学生的研究中，那些没有通过该专业第一门高级会计课程(“D”和“F”表示在学习学校没有通过)的学生(中级会计I)与其他商科专业学生在36个学期的时间里进行了比较，控制了累积GPA、注册学时和年龄。中级会计I专业的DFW学生的毕业率与所有其他商科专业的学生相当，尽管毕业时间平均多了一个学期，而且主要是年龄较大的学生。

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DFW in gateway courses not always a graduation problem: A study in Intermediate Accounting I from 2007 to 2018

Data analytics offers unprecedented new tools to find barriers to retention, progression, and graduation (RPG) (Wright, McKay, Hershock, Miller & Tritz, 2014), a key metric for college success. Stakeholders logically identify high DFW rate courses and attempt to reduce non-progression in gateway courses. This study investigates whether DFW rates in a gateway accounting course correlates with weaker graduation rates. In a study of 3667 business majors, those not passing the first upper-level accounting course for the major (“D” and “F” are not passing at study school), Intermediate Accounting I, were compared to the rest of the business majors over a 36-semester period, controlling for cumulative GPA, hours enrolled, and age. The graduation rates for students with a DFW in Intermediate Accounting I were comparable to all other business majors, although graduation took on average one added semester, with the delay concentrated in older students.

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来源期刊

Journal of Accounting Education Social Sciences-Education

CiteScore

4.20

自引率

0.00%

发文量

期刊介绍： The Journal of Accounting Education (JAEd) is a refereed journal dedicated to promoting and publishing research on accounting education issues and to improving the quality of accounting education worldwide. The Journal provides a vehicle for making results of empirical studies available to educators and for exchanging ideas, instructional resources, and best practices that help improve accounting education. The Journal includes four sections: a Main Articles Section, a Teaching and Educational Notes Section, an Educational Case Section, and a Best Practices Section. Manuscripts published in the Main Articles Section generally present results of empirical studies, although non-empirical papers (such as policy-related or essay papers) are sometimes published in this section. Papers published in the Teaching and Educational Notes Section include short empirical pieces (e.g., replications) as well as instructional resources that are not properly categorized as cases, which are published in a separate Case Section. Note: as part of the Teaching Note accompany educational cases, authors must include implementation guidance (based on actual case usage) and evidence regarding the efficacy of the case vis-a-vis a listing of educational objectives associated with the case. To meet the efficacy requirement, authors must include direct assessment (e.g grades by case requirement/objective or pre-post tests). Although interesting and encouraged, student perceptions (surveys) are considered indirect assessment and do not meet the efficacy requirement. The case must have been used more than once in a course to avoid potential anomalies and to vet the case before submission. Authors may be asked to collect additional data, depending on course size/circumstances.