Masters Degrees (Accounting)
Permanent URI for this collectionhttps://hdl.handle.net/10413/6934
Browse
Browsing Masters Degrees (Accounting) by Subject "Accounting--Study and teaching--KwaZulu-Natal."
Now showing 1 - 2 of 2
- Results Per Page
- Sort Options
Item The predictive value of school performance on the success of students in the accountancy stream at the University of Natal, Pietermaritzburg.(2006) Millar, Ingrid.; Stobie, Bruce.Higher education in South Africa is currently undergoing enormous transformation with the traditional matric certificate being replaced by the new school leaving Further Education and Training Certificate (FETC). As a result the use of matric points as an entry requirement for prospective university students will no longer be possible with effect from 2008. The Education Ministry intends setting national admission criteria to which all of the country's universities and technikons would have to adhere. It is therefore an appropriate time to examine existing selection criteria and determine whether they achieve equity in the distribution of opportunities and provide fair chances of success to all those who wish to achieve their potential through higher education. The aim of this research is to find empirical evidence as to the predictive value, if any, of matric points on students' performance at university in the field of accountancy, and to establish whether a good mathematics result is a necessary prerequisite to studying accountancy as a major at university. In order to achieve this a longitudinal study using correlational and linear regression analyses was conducted on the results of two groups of students as they progressed from first year through to fourth year at the University of Natal, Pietermaritzburg. The results showed that at the first and second-year levels there was indeed a positive linear relationship between the final marks of the first-year students and both the matric points held by those students and their matric mathematics results. The results of the linear regression analysis indicated that matric points are a stronger predictor of success in the first-year and second-year accounting course than the matric mathematics results. At third and fourth-year levels, the analyses revealed a moderately positive linear relationship between performance in these two courses and the matric mathematics results. Interestingly, at this level matric mathematics became a more important predictor of performance than matric points. While it may no longer be possible to use matric points as an entry requirement for university study due to the phasing out of the current matriculation certificate, it would seem obvious that some measure of high school performance would also benefit the selectors in providing access to those students most likely to succeed. This study has shown that school performance and mathematics ability, which have a significant impact on the performance of students in the accountancy programme at university, are important factors which cannot be ignored in whatever model is devised for selection.Item Secondary school accounting and accounting at university : with particular reference to an evaluation of the relevance of secondary school accounting in Natal to the first year accounting course at the University of Natal, Durban.(1992) Hall, Trevor William.; Seneque, P.This dissertation examines the teaching of Accounting in secondary schools under the auspices of the Natal Education Department (NED) and the influence that exposure to Accounting at high school then has on the performance of students in the first year Accounting course at the University of Natal (Durban). Teaching and examining methods in Accounting in Natal high schools have undergone notable revision since the introduction of the current Standard 10 syllabus in 1987. The nature of the revised methodology is assessed through surveys of the opinions of those individuals with a direct involvement in high school Accounting i.e. school pupils, prospective university students, the NED Subject Committee, school Accounting teachers, university lecturers and accountants in public practice. The major findings were that a significant majority of university students believed that previous exposure to the subject at high school level was a distinct advantage in Accounting I, while a significant majority of students who had not undertaken the subject up to matric level believed, in retrospect, that they should have done so. A number of universities are aware of the advantage enjoyed by students with previous exposure to the subject and have constructed their first year Accounting courses accordingly. The University of Natal, however, continues to treat its Accounting I group as a homogeneous unit, the implications of which are covered in the study. Data was collected over a three year period (1988 to 1990) in order to compare the performance of the two groups of students in Accounting I i.e. those with matric Accounting and those without. The statistical analysis revealed that students without matric Accounting have: * significantly higher drop-out rates (and drop-outs from this group were of relatively high academic ability) * significantly lower pass rates * significantly lower Accounting I marks, despite the fact that there is no apparent difference in the academic ability of the two groups of students. Whilst the study has focused on the relevance of high school Accounting towards further study at university, the point is made that the high school Accounting course needs to cater also for a majority of pupils who will choose alternative career options.