TY - RPRT AB - This study investigates the effects of class size, high school accounting, aptitude and attitude on learning , measured by the difference between post-test and pre-test scores, in an undergraduate financial accounting class, after controlling for students' major and semester level. Statistical analysis showed that scores of students in small classes improved by 48%, while scores of students in the large classes improved by 6% percent, implying a decline in learning by 88% by shifting to larger classes. High school accounting was found to improve pre- and post-test scores but the improvement on their post-test scores was significantly lower, implying a diminishing effect of high school accounting on performance as the complexity of the course material increases. We also found that midterm grade (aptitude) and changes in perception about the relevance of the class on business-related issues (attitude) motivate learning. AU - Harrington, Donna Ramirez AU - Kulasekera, Kumuduni AU - Bates, Rick AU - Bredahl, Maury E. DA - 2006 DA - 2006 DO - 10.22004/ag.econ.34117 DO - doi ID - 34117 KW - Teaching/Communication/Extension/Profession L1 - https://ageconsearch.umn.edu/record/34117/files/wp060001.pdf L2 - https://ageconsearch.umn.edu/record/34117/files/wp060001.pdf L4 - https://ageconsearch.umn.edu/record/34117/files/wp060001.pdf LA - eng LA - English LK - https://ageconsearch.umn.edu/record/34117/files/wp060001.pdf N2 - This study investigates the effects of class size, high school accounting, aptitude and attitude on learning , measured by the difference between post-test and pre-test scores, in an undergraduate financial accounting class, after controlling for students' major and semester level. Statistical analysis showed that scores of students in small classes improved by 48%, while scores of students in the large classes improved by 6% percent, implying a decline in learning by 88% by shifting to larger classes. High school accounting was found to improve pre- and post-test scores but the improvement on their post-test scores was significantly lower, implying a diminishing effect of high school accounting on performance as the complexity of the course material increases. We also found that midterm grade (aptitude) and changes in perception about the relevance of the class on business-related issues (attitude) motivate learning. PY - 2006 PY - 2006 T1 - Determinants of Student Performance in an Undergraduate Financial Accounting Class TI - Determinants of Student Performance in an Undergraduate Financial Accounting Class UR - https://ageconsearch.umn.edu/record/34117/files/wp060001.pdf Y1 - 2006 T2 - Working Paper 06/01 ER -