Student Engagement in a First-Year Accounting Course

David Bond, University of Technology Sydney

ABSTRACT. The aim of this study is to provide further evidence as to what drives student performance. Research into tutorial attendance and performance implicitly assumes that it is beneficial for students to attend tutorials. However, with students becoming increasingly time poor and a rise in flexible learning options, it is possible for students to be engaged with the subject without necessarily attending tutorials on a regular basis.

The results of analysing the performance of over 5000 undergraduates indicate that student performance is much better for those students that engage earlier and more consistently with the subject as opposed to those that don’t. Once engagement is controlled, tutorial attendance does seem to have a positive impact on performance. The relative impact on performance of the tutorial attendance factor is much less than the impact of student engagement.

Full-Text is no longer available online. Please contact the author(s) for more information about this manuscript.

Back to Session Listing