The aim of this research project was to determine the relative contribution of cognitive and non-cognitive variables to accounting achievement and to determine which variables have the greatest influence on accounting achievement so that these variables can be used to predict accounting achievement. To reach the aim of the study, a literature study was undertaken which was followed by an empirical investigation. The literature study was divided into a study of cognitive {see chapter 2) and non-cognitive (see chapter 3) variables. It was found that cognitive variables had the greater influence on academic achievement with previous achievement and intelligence as the main contributors. Research findings indicated that cognitive variables were responsible for 25 to 50 percent of the variance in academic achievement. In search for the remaining 75 to 50 percent, researchers included non-cognitive variables in their research attempts. Most researchers came to the conclusion that academic achievement could be better predicted when both cognitive and non-cognitive variables were included in research attempts, although no one was willing to report a definite increase in percentage. The empirical investigation made use of the information gathered in 1980 in the Orange Free State {see chapter 4). All the Afrikaans speaking pupils in die Orange Free State during 1980 were included in the research program. Different measuring instruments {see par.4.4) were used to identify a large variety of independent variables (see par. 4.5.1). The dependent variable for this research was standard ten Accounting (see par. 4.52). The different statistical techniques are described in par. 4.6.2. A factor analysis was carried out to group the different variables according to their correlation coefficients with standard ten Accounting (see table 5.1). The 61 independent variables were grouped into 17 different factors. On these factors, together with average standard seven marks and six individual standard seven subjects, several multiple regression analysis were executed to find the best collection of predictors and their contribution to R2 {see tables 5.4 to 5.11). The Mallows Cp-value was used as criterium in finding the best collection of predictors. In chapter five the results of the research were reported. The main findings of this research are: 1) Cognitive variables contribute more than non-cognitive variables to the prediction of standard ten accounting achievement although non-cognitive variables contribute considerable. 2) Previous academic achievement is the single variable with the largest contribution to the prediction of standard ten accounting achievement. 3) Study habits, attitudes and affect are the non-cognitive variables with the largest contribution to the prediction of standard ten accounting achievement. 4) The standard ten accounting achievement of boys and girls are influenced by different independent variables. 5) Personality, family and school variables do not have a considerable influence on standard ten accounting achievement, although personality variables B contributes considerable to the standard ten accounting of boys and schoolfactors and family circumstances to that of girls. In chapter six certain conclusions were made, implications of the research findings were given, shortcomings of the research findings were given and certain recommendations were made. While it is true that little can be done to the intelligence of a person, the results of this research that previous academic achievement, study methods and intellectual factors were the three most important factors for standard ten accounting achievement are of great value for teachers. Teachers must make sure that every child knows each part of the work before they carry on with new work and must help or provide children with the best study methods. By doing so, the teacher can do a great deal in attaining high accounting achievement. / Thesis (MEd)--PU vir CHO, 1985

Thesis (MEd)--PU vir CHO

The aim of this research project was to determine the relative contribution of cognitive and non-cognitive variables to accounting achievement and to determine which variables have the greatest influence on accounting achievement so that these variables can be used to predict accounting achievement. To reach the aim of the study, a literature study was undertaken which was followed by an empirical investigation. The literature study was divided into a study of cognitive {see chapter 2) and non-cognitive (see chapter 3) variables. It was found that cognitive variables had the greater influence on academic achievement with previous achievement and intelligence as the main contributors. Research findings indicated that cognitive variables were responsible for 25 to 50 percent of the variance in academic achievement. In search for the remaining 75 to 50 percent, researchers included non-cognitive variables in their research attempts. Most researchers came to the conclusion that academic achievement could be better predicted when both cognitive and non-cognitive variables were included in research attempts, although no one was willing to report a definite increase in percentage. The empirical investigation made use of the information gathered in 1980 in the Orange Free State {see chapter 4). All the Afrikaans speaking pupils in die Orange Free State during 1980 were included in the research program. Different measuring instruments {see par.4.4) were used to identify a large variety of independent variables (see par. 4.5.1). The dependent variable for this research was standard ten Accounting (see par. 4.52). The different statistical techniques are described in par. 4.6.2. A factor analysis was carried out to group the different variables according to their correlation coefficients with standard ten Accounting (see table 5.1). The 61 independent variables were grouped into 17 different factors. On these factors, together with average standard seven marks and six individual standard seven subjects, several multiple regression analysis were executed to find the best collection of predictors and their contribution to R2 {see tables 5.4 to 5.11). The Mallows Cp-value was used as criterium in finding the best collection of predictors. In chapter five the results of the research were reported. The main findings of this research are: 1) Cognitive variables contribute more than non-cognitive variables to the prediction of standard ten accounting achievement although non-cognitive variables contribute considerable. 2) Previous academic achievement is the single variable with the largest contribution to the prediction of standard ten accounting achievement. 3) Study habits, attitudes and affect are the non-cognitive variables with the largest contribution to the prediction of standard ten accounting achievement. 4) The standard ten accounting achievement of boys and girls are influenced by different independent variables. 5) Personality, family and school variables do not have a considerable influence on standard ten accounting achievement, although personality variables B contributes considerable to the standard ten accounting of boys and schoolfactors and family circumstances to that of girls. In chapter six certain conclusions were made, implications of the research findings were given, shortcomings of the research findings were given and certain recommendations were made. While it is true that little can be done to the intelligence of a person, the results of this research that previous academic achievement, study methods and intellectual factors were the three most important factors for standard ten accounting achievement are of great value for teachers. Teachers must make sure that every child knows each part of the work before they carry on with new work and must help or provide children with the best study methods. By doing so, the teacher can do a great deal in attaining high accounting achievement. / Thesis (MEd)--PU vir CHO, 1985

Thesis (MEd)--PU vir CHO