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
| Identifer | oai:union.ndltd.org:NWUBOLOKA1/oai:dspace.nwu.ac.za:10394/9332 |
| Date | January 1985 |
| Creators | Reinhardt, Sebastiaan |
| Publisher | Potchefstroom University for Christian Higher Education |
| Source Sets | North-West University |
| Language | other |
| Detected Language | English |
| Type | Thesis |
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