Cilt 18, Sayı 3, Sayfalar 16 - 46 2017-07-01

Analysis of Performance Factors for Accounting and Finance Related Business Courses in A Distance Education Environment

Serdar BENLIGIRAY [1] , Ahmet ONAY [2]

41 0

The objective of this study is to explore business courses performance factors with a focus on accounting and finance. Course score interrelations are assumed to represent interpretable constructs of these factors. Factor analysis is proposed to identify the constructs that explain the correlations. Factor analysis results identify three sub-groups of business core courses. The first group is labeled as management-oriented courses. Accounting, finance and economics courses are separated in two groups: the prior courses group and the subsequent courses group. The clustering order of these three groups was attributed to underlying performance factor similarities. Then, the groups are compared by the pre-assessed ratings of course specific skills and knowledge. The comparison suggests that course requirements for skills and knowledge were the latent variables for the factor analysis. Moreover, multivariate regression analyses are employed to reveal the required level of verbal and quantitative skills for the groups. Management-oriented courses are differentiated from others with requiring verbal skills, managerial skills and knowledge more. Introductory courses require quantitative and analytical reasoning skills more than the subsequent courses in accounting, finance and economics. Mathematics course score fails to be a suitable proxy of numerical processing skills as an accounting course performance factor.

Business education,course performance,distance education,factor analysis,regression analysis
  • Acikogretim Fakultesi On Lisans Programlari Akreditasyon Sureci Tamamlandi [Open Education Faculty Completed Associate Degree Programs Accreditation Process]. (2015). Open Education e-Bulletin [Electronic Resource], 6 (1). Available from: files/A%C3%96%20eB%C3%BClten%204.pdf Accessed 19.02.2016. Alcock, J., Cockcroft S., & Finn, F. (2008). Quantifying the advantage of secondary mathematics study for accounting and finance undergraduates. Accounting and Finance, 48 (5), 697-718. Aly, I. (2016). Comparison of Students’ performance in a Managerial Accounting Course Taught in Blended Learning, Traditional Classroom, and Online Setting. Quarterly Review of Business Disciplines, 325-336. Anadolu University Open Education System [Anadolu University website] Anderson, G., Benjamin, D., & Fuss, M. A. (1994). The determinants of success in university introductory economics courses. The Journal of Economic Education, 25, 99-118. Anstine, J., & Skidmore, M. (2005). A small sample study of traditional and online courses with sample selection adjustment. The Journal of Economic Education, 107-127. Anzeh, A. B., & Abed, S. (2015). The extent of accounting ethics education for bachelor students in Jordanian universities. Journal of Management Research, 7 (2), 121-143. Arbaugh, J. B. (2005). How much does “subject matter” matter? A study of disciplinary effects in on-line MBA courses. Academy of Management Learning & Education, 4 (1), 57-73. Baker, L. R., Bealing, W. E. J., & Pitingolo, E. (2010). Does performance in a student’s first accounting course provide insight into performance in other business core courses? Presented at the Northeast Region Decision Science Institute Annual Meeting, Alexandria, Virginia. Ballard, C. L., & Johnson, M.F. (2004). Basic math skills and performance in an introductory economics class. The Journal of Economic Education, 35 (1), 3–23. Bampton, R., & Cowton, C.J. (2002). Pioneering in ethics teaching: the case of management accounting in universities in the British Isles. Teaching Business Ethics, 6 (3), 279- 295. Bealing, W. E., Baker, R. L., & Russo, C. J. (2006). Personality: What it takes to be an accountant. The Accounting Educators’ Journal, 16, 119-128. Bealing, W. E., Staley A. B., & Baker, R. L. (2008). Success breeds success: Why course prerequisites matter. Unpublished Working Paper presented at Northeast Decision Sciences Institute Annual Meeting, New York. Bernardi, R. A., & Bean, D. F. (2002). The importance of performance in intermediate accounting i on performance in a subsequent accounting course. The Accounting Educators’ Journal, 14, 1-13. Borde, S. F., Byrd, A. K., & Modani, N. K. (1996). Determinants of student’s performance in introductory corporate finance courses. Presented at the Southern Finance Association (SFA) Annual Meeting, Key West, Florida. Box, G. E. P., & Cox, D.R. (1964). An analysis of transformations. Journal of the Royal Statistical Society Series B (Methodological), 26 (2), 211–252. 43 Browne, M. W. (2001). An overview of analytic rotation in exploratory factor analysis. Multivariate Behavioral Research, 36 (1), 111-150. Brown, W. B. & Liedholm, C. E. (2002). Can Web Courses Replace the Classroom in Principles of Microeconomics? The American Economic Review, 92 (2), 444-448. Carpinelli, J., Calluori, R., Briller, V., Deess E., & Jossi, K. (2006). Factors affecting student’s performance and satisfaction in distance learning courses. American Society for Engineering Education, 1-12. Celik, O., & Ecer, A. (2009) Efficiency in accounting education: evidence from Turkish Universities. Critical Perspectives on Accounting. 20, 614-634. Cheung, L. L. W., & Kan, A. C. N. (2002). Evaluation of factors related to student performance in a distance-learning business communication course. The Journal of Education for Business, 77 (5), 257-263. Chen, C. C., Jones, K. T. & Moreland, K. A. (2013). Online Accounting Education versus In-Class Delivery: Does Course Level Matter? Issues in Accounting Education, 28 (1), 1-16. Cohen, J.R., & Pant L.W. (1989). Accounting educators’ perceptions of ethics in the curriculum. Journal of Issues in Accounting Education, 4(1), 70-81. Comrey, A. L., & Lee, H. B. (1992). A first course in factor analysis. Hillsdale, NJ: Erlbaum. Denny E. (2014). Factors influencing the performance of non-economics majors in an introductory economics course. International Review of Economics Education, 17, 1– 16. Didia, D., & Hasnat, B. (1998). The determinants of performance in the university introductory finance course. Financial Practice and Education, 8 (1), 102-107. Doran, B., Bouillon, M. L., & Smith, C. G. (1991). Determinants of students performance in accounting principles i and ii. Issues in Accounting Education, 6 (1), 74-84. Drennan, L. G., & Rohde F. H. (2002). Determinants of performance in advanced undergraduate management accounting: an empirical investigation. Accounting and Finance, 42, 27-40. Educational Testing Service. (2014). Table 4: General Test Percentage Distribution of Scores Within Intended Broad Graduate Major Field Based on Seniors and Non-Enrolled College Graduates. Available from: Accessed 04.03.2016. Ely, D. P., & Hittle, L. (1990). The impact of performance in managerial economics and basic finance course. Journal of Financial Education, 8 (2), 59-61. Erren, T. C. (2007). The case for a posteriori hypotheses to fuel scientific progress. Medical Hypotheses, 69 (2), 448–453. Eskew, R. K., & Faley, R. H. (1988). Some determinants of student’s performance in the first college-level financial accounting course. The Accounting Review, 63 (1), 137-147. Estelami, H. (2012). An exploratory study of the drivers of student satisfaction and learning experience in hybrid-online and purely online marketing courses. Marketing Education Review, 22 (2), 143-156. Fedoryshyn, M.W., O’brien, M., Hintz A., & Bosner, K. (2010). Arithmetical reasoning skills as a predictor of success in principles of accounting. Academy of Educational Leadership Journal, 14 (Special Issue), 93-107. 44 Field, A. P. (2009). Discovering statistics using SPSS. London, England: SAGE. Filbeck, G., & Smith, L. L. (1996). Learning styles, teaching strategies, and predictors of success for students in corporate finance. Financial Practice and Education, 6 (1), 74- 85. Gist, W. E., Goedde, H., & Ward, B. H. (1996). The influence of mathematical skills and other factors on minority student performance in principles of accounting. Issues in Accounting Education, 11 (1), 49–60. Garcia, L., & Jenkins, E. (2003). A quantitative exploration of student performance on an undergraduate accounting programme of study. Accounting Education, 12 (1), 15-32. Grover, G., Heck, J., & Heck, N. (2009). Pretest in an introductory finance course: value added? Journal of Education for Business, 85 (2), 64-67. Guney, Y. (2009). Exogenous and endogenous factors influencing students' performance in undergraduate accounting modules. Accounting Education, 18 (1), 51-73. Hartnett, N., Römcke, J. & Yap, C. (2004). Student performance in tertiary-level accounting: an international student focus. Accounting & Finance, 44 (2), 163–185. Huh, S., Jin, J. J., Lee, K. J. & Yoo, S. (2010). Differential effects of student characteristics on performance: online vis-à-vis offline accounting courses. Academy of Educational Leadership Journal, 14 (4), 81-89. International Federation of Accountants (IFAC) International Accounting Education Standarts Board (IAESB) (2012). Proposed International Education Standart (IES) 2, Initial Professional Development – Technical Competence (Revised). Available from Standard%20%28IES%29%202,%20Initial%20Professional%20DevelopmentTechnical%20Competence%20%28Revised%29.pdf Accessed 22.02.2016. Jenkins, E. K. (1998). The significant role of critical thinking in predicting auditing students' performance. Journal of Education for Business, 73 (5), 274-279. Kirk, F. R., & Spector, C. A. (2006). Factors affecting student achievement in cost accounting. Academy of Educational Leadership Journal, 10 (1), 91-104. Koh, M.Y., & Koh, H.C. (1999). The determinants of performance in an accountancy degree course. Accounting Education: An International Journal, 8 (1), 13-29. Latchem, C., Ozkul, A. E., Aydin, C. H., & Mutlu, M. E. (2006). The open education system, Anadolu University, Turkey: e-transformation in a mega university. Open Learning, 21 (3), 221-235. Maccallum, R. C., Widaman, K. F., Zhang, S., & Hong S. (1999). Sample size in factor analysis. Psychological Methods, 4, 84-99. Maksy, M. M., & Zheng, L. (2008). Factors associated with student performance in advanced accounting and auditing. Accounting Research Journal, 21 (1), 16-32. Maksy, M. M., & Wagaman, D. D. (2012). Factors associated with student performance in auditing: a comparative study in commuter and residential schools. Journal of Accounting and Finance, 12 (2), 120-141. Maksy, M. M. (2012). Major factors associated with the performance of students taking undergraduate accounting courses at the upper level. International Journal of Business, Accounting and Finance, 6 (2), 159-177. 45 Marcal, L. & Roberts, W. W. (2001). Business statistics requirements and student performance in financial management. Journal of Financial Education, 27, 29–35. Merisotis, J. P. & Phipps, R. A. (1999). What's the Difference?: Outcomes of Distance vs. Traditional Classroom-Based Learning. Change: The Magazine of Higher Learning, 31 (3), 12-17. Miller, M. H. (1999). The history of finance: an eyewitness account. The Journal of Portfolio Management, (13) 2, 8-14. Mo, S., & Waples, E (2011). Evidence on the association between major and performance in the introductory financial accounting course. Academy of Educational Leadership Journal, 15 (Special Issue), 93-107. Osborne, J. W. (2010). Improving your data transformations: applying the box-cox transformation. Practical Assessment, Research & Evaluation, 15, 1-9. Papageorgiou, K. & Halabi, A. K. (2014). Factors contributing toward student performance in a distance education accounting degree. Meditari Accountancy Research, 22 (2), 211- 223. Parks-Yancy, R. & Cooley, D. (2015). An Examination Of The Online Versus F2f Academic Performance Of Non-Traditional Undergraduate Business School Students. The Online Journal of Distance Education and e-Learning, 3 (4), 1-9. Pedhazur, E. J., & Schmelkin, L. P. (1991). Measurement, design and analysis: an integrated approach. Hillsdale, NJ: Erlbaum. Pretorius, A. M., Prinsloo, P., & Uys, M. D. (2009). Student performance in introductory microeconomics at an African open and distance learning institution. Africa Education Review, 6 (1), 140-158. Preacher, K. J., & Maccallum, R. C. (2003). Repairing tom swift's electric factor analysis machine. Understanding Statistics, 2 (1), 13-43. Pritchard, R. E., Potter, G. C., & Saccucci, M. S. (2004). The selection of a business major: elements influencing student choice and implications for outcomes assessment. Journal of Education for Business, 79 (3), 152-156. Riemann C., Filzmoser, P., & Garrett R. G. (2002). Factor analysis applied to regional geochemical data: problems and possibilities. Applied Geochemistry, 17, 185–206. Sayilarla Acikogretim [Open Education Expressed with Numbers]. (2015, June). Open Education e-Bulletin [Electronic Resource], 6 (13). Available from: Accessed 19.02.2016. Schelfhaudt, K., & Crittenden, V. L. (2005). Specialist or generalist: views from academia and industry. Journal of Business Research, 58 (7), 946-954. Schmidt, D. & Wartich, M. (2014). Performance in upper-level accounting courses: the case of transfer students. In D. Feldmann & T. J. Rupert (ed.) Advances in accounting education: teaching and curriculum innovations, 14, 171-192. Stevens, J. P. (2002). Applied multivariate statistics for the social sciences (5th ed.). New York: Taylor & Francis Group. Simpson, W. G. & Sumrall, B. P. (1979). The determinants of objective test scores by finance students. Journal of Financial Education, (8), 58–62. 46 Stevens, D. P. & Zhu, Z. (2015). Differences in Student Performance in Online versus Traditional Quantitative Courses. Business Education & Accreditation, 7 (2), 31-39. Tabachnick, B. G., & Fidell, L. S. (2012). Using multivariate statistics (6th ed.), Boston: Pearson. Tavakol, M., & Dennick, R. (2011). Making sense of cronbach’s alpha. International Journal of Medical Education, 2, 53–55. Terzi, S., Kiymetli-Sen, I., & Solak, B. (2013). Bologna Surecinin muhasebe egitimine etkisi: universitelerin isletme bolumlerinin ders programlari uzerine bir inceleme [The impact of Bologna Process on accounting education: an analysis on curricula of business administration departments of universities]. The Journal of Accounting and Finance, 15 (59), 83–99. Tho, L. M. (1994). Some evidence on the determinants of student performance in the University of Malaya introductory accounting course. Accounting Education, 3 (4), 331–340. Treiblmair, H. & Filzmoser, P. (2010). Exploratory factor analysis revisited: how robust methods support the detection of hidden multivariate data structures in is research. Information & Management, 47, 197–207. Trine, J. A., & Schellenger, M. H. (1999) Determinants of student performance in an upper level finance course. Academy of Educational Leadership Journal, 4 (1), 91-99. Urtel, M. G. (2008). Assessing academic performance between traditional and distance education course formats. Educational Technology & Society, 11 (1), 322-330. Uyar, A., & Gungormus, A. H. (2011). Factors associated with student performance in financial accounting course. European Journal of Economics & Political Studies, 4 (2), 141-156. Uyar, A., & Gungormus, A. H. (2013). Accounting professionals’ perceptions of ethics education: evidence from Turkey. Accounting and Management Information Systems, 12 (1), 61-75. Zwick, W. R., & Velicer, W. F. (1986). Comparison of five rules for determining the number of components to retain. Psychological Bulletin, 99, 432-442.
Dergi Bölümü Articles

Yazar: Serdar BENLIGIRAY
Ülke: Turkey

Yazar: Ahmet ONAY
Ülke: Turkey

Bibtex @araştırma makalesi { tojde328928, journal = {Turkish Online Journal of Distance Education}, issn = {1302-6488}, address = {Anadolu Üniversitesi}, year = {2017}, volume = {18}, pages = {16 - 46}, doi = {10.17718/tojde.328928}, title = {Analysis of Performance Factors for Accounting and Finance Related Business Courses in A Distance Education Environment}, language = {en}, key = {cite}, author = {BENLIGIRAY, Serdar and ONAY, Ahmet} }
APA BENLIGIRAY, S , ONAY, A . (2017). Analysis of Performance Factors for Accounting and Finance Related Business Courses in A Distance Education Environment. Turkish Online Journal of Distance Education, 18 (3), 16-46. DOI: 10.17718/tojde.328928
MLA BENLIGIRAY, S , ONAY, A . "Analysis of Performance Factors for Accounting and Finance Related Business Courses in A Distance Education Environment". Turkish Online Journal of Distance Education 18 (2017): 16-46 <>
Chicago BENLIGIRAY, S , ONAY, A . "Analysis of Performance Factors for Accounting and Finance Related Business Courses in A Distance Education Environment". Turkish Online Journal of Distance Education 18 (2017): 16-46
RIS TY - JOUR T1 - Analysis of Performance Factors for Accounting and Finance Related Business Courses in A Distance Education Environment AU - Serdar BENLIGIRAY , Ahmet ONAY Y1 - 2017 PY - 2017 N1 - doi: 10.17718/tojde.328928 DO - 10.17718/tojde.328928 T2 - Turkish Online Journal of Distance Education JF - Journal JO - JOR SP - 16 EP - 46 VL - 18 IS - 3 SN - 1302-6488- M3 - doi: 10.17718/tojde.328928 UR - Y2 - 2017 ER -
EndNote %0 Turkish Online Journal of Distance Education Analysis of Performance Factors for Accounting and Finance Related Business Courses in A Distance Education Environment %A Serdar BENLIGIRAY , Ahmet ONAY %T Analysis of Performance Factors for Accounting and Finance Related Business Courses in A Distance Education Environment %D 2017 %J Turkish Online Journal of Distance Education %P 1302-6488- %V 18 %N 3 %R doi: 10.17718/tojde.328928 %U 10.17718/tojde.328928