The effect of prior knowledge and academic performance on success in first-year university accounting

Van der Nest, D.P.; Bosua, W.S.

dc.contributor.author	Bosua, W.S.
dc.contributor.author	Van der Nest, D.P.
dc.contributor.other	Central University of Technology, Free State, Bloemfontein: Journal for New Generation Sciences
dc.date.accessioned	2016-05-16T13:11:19Z
dc.date.available	2016-05-16T13:11:19Z
dc.date.issued	2015
dc.date.issued	2015
dc.identifier.issn	16844998
dc.identifier.uri	http://hdl.handle.net/11462/775
dc.description	Published Article	en_US
dc.description.abstract	It has become common practice in South African universities not to require students to have completed accounting at secondary school level as a prerequisite to enrollment for a diploma or degree in accounting and/or business. The primary objective of this study is an analysis of the effect of a prior knowledge of accounting at secondary school level on the success rate of first-year accounting students. The study also analyses whether academic performance in accounting and mathematics at secondary school is a success factor in first-year accounting and the influence on having mathematical literacy as a subject at secondary school level on the success rate of first year accounting students.	en_US
dc.format.extent	280 735 bytes, 1 file
dc.format.mimetype	Application/PDF
dc.language.iso	en_US	en_US
dc.publisher	Central University of Technology, Free State, Bloemfontein: Journal for New Generation Sciences
dc.relation.ispartofseries	Journal for New Generation Sciences;Vol 13, Issue 3
dc.subject	First year academic performance	en_US
dc.subject	Accounting education	en_US
dc.subject	Prior knowledge	en_US
dc.title	The effect of prior knowledge and academic performance on success in first-year university accounting	en_US
dc.type	Article	en_US
dc.rights.holder	Journal for New Generation Sciences