Measuring the Academic Performance of Non-Accounting Majors using Academic Self-Efficacy and Higher-Level Mathematical Skills
Conference Tracks
Assessment and SoTL - Research
Abstract
This study investigates the academic performance of non-accounting majors using two measures: academic self-efficacy and mathematical skills. Business education deliberately strives to create curriculums, learning opportunities and strategies to improve the students’ performance and engagement. Lack of confidence and the attitude to self-motivate can be impediments to learning resulting in poor performance. Mathematical proficiency could be an added impediment to non-accounting students to understand the content of the accounting courses. The scope of this investigation is to address the question, “Can changes to teaching methodology and student self-efficacy with higher mathematical skills have a positive impact on the student learning?”
Session Format
Poster
1
Publication Type and Release Option
Image (Open Access)
Recommended Citation
Leary, Maureen D. Ph.D; Nguyen, Thanh Thuy T. Ed.D; Thirumurthy, Perumal Ph.D; and Turner-Henderson, Tiffanie Ph.D, "Measuring the Academic Performance of Non-Accounting Majors using Academic Self-Efficacy and Higher-Level Mathematical Skills" (2022). SoTL Commons Conference. 83.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2022/83
Measuring the Academic Performance of Non-Accounting Majors using Academic Self-Efficacy and Higher-Level Mathematical Skills
This study investigates the academic performance of non-accounting majors using two measures: academic self-efficacy and mathematical skills. Business education deliberately strives to create curriculums, learning opportunities and strategies to improve the students’ performance and engagement. Lack of confidence and the attitude to self-motivate can be impediments to learning resulting in poor performance. Mathematical proficiency could be an added impediment to non-accounting students to understand the content of the accounting courses. The scope of this investigation is to address the question, “Can changes to teaching methodology and student self-efficacy with higher mathematical skills have a positive impact on the student learning?”
