Using the ACCA-x to Improve Student Performance in Introductory Accounting Courses: Experimental Evidence
Henry Kimani Mburu
The Catholic University of Eastern Africa, Kenya
Isaac Bonaparte
Towson University, USA
Volume 14: 2019, pp. 131-160; ABSTRACT
Accounting educators continue to seek innovative ways to improve student performance in introductory accounting courses. The literature demonstrates the need for extensive research into the use of blended learning technologies to meet this necessity. We respond to this call by examining the association between the use of ACCA-x, a learning program designed by the Association of Chartered Certified Accountants, and students’ performance on final examinations. We conduct our study with data from a university setting in a developing country. We find that the use of ACCA-x is associated with better scores on final examinations. We also find that a higher score on ACCA-x is associated with a higher score on the final examination. Our results also show that the likelihood of using ACCA-x differs across courses and is influenced by both the demographic and personality factors of students. Overall, our results indicate that ACCA-x has the potential to positively impact student performance in introductory accounting courses. We discuss the ramifications of our findings for accounting educators and technology developers.
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