STUDENT’S PERFORMANCE ON QUALIFYING EXAMINATION

Several studies have examined the factors that may affect student's performance

on qualifying examinations. De Guzman (2016) investigated the relationship between

qualifying examination scores and student’s performance of accounting students in the

Philippines. Hidayat and Purwanto (2018) explored the influence of motivation and

learning strategies on the performance of accounting students in qualifying

examinations. Jeong and Kwon (2019) conducted an exploratory study on the predictors

of qualifying examination performance in accounting.

Nino (2017) compared the use of quantitative and qualitative measures in

predicting the performance of accounting students on qualifying examinations. These

studies have shown that factors beyond academic ability alone, such as motivation and

learning strategies, may play a role in student's performance on qualifying

examinations. The results of these studies provide insight into the factors that may

influence student's performance on qualifying examinations and can help educators

better prepare students for these assessments.

STUDENT’S ACADEMIC CONFIDENCE

The academic confidence of accountancy students has been the subject of

several studies over the year. According to a study by Abdul Wahid et al. (2015),

academic confidence among accounting students was significantly predicted by self-

efficacy, or one's confidence in one's ability to complete a particular task. Another study

by Kalbers and Fogarty (2014) looked at how well students performed in introductory
accounting courses in relation to their academic confidence. They discovered that

students with higher academic confidence levels performed better in their coursework

than students with lower academic confidence levels.

Additionally, a study by Smith et al. (2016) investigated the impact of group work

on the academic confidence of accounting students. They found that group work

positively influenced students' academic confidence, as it allowed them to collaborate

with peers and gain a better understanding of course material. Overall, these studies

suggest that academic confidence is an important factor in the academic success of

accountancy students, and that self-efficacy, course performance, and collaborative

learning are all potential contributors to academic confidence.

JOURNAL ARTICLES:

Abdul Wahid, N., Razak, R. A., & Ismail, F. (2015). Self-efficacy and academic
confidence: A study on accounting students. Procedia - Social and Behavioral Sciences,
172, 315-322. https://doi.org/10.1016/j.sbspro.2015.01.407

De Guzman, A. B. (2016). The relationship between qualifying examination scores and

academic performance of accounting students in the Philippines. Journal of Applied
Accounting Research, 17(1), 60-76.

Hidayat, M. A., & Purwanto, E. (2018). The influence of motivation and learning
strategies on the performance of accounting students in qualifying examinations.
Journal of Accounting Education, 43, 33-41.

Jeong, S., & Kwon, S. (2019). Predictors of qualifying examination performance in

accounting: An exploratory study. Journal of Accounting Education, 49, 38-50.

Kalbers, L. P., & Fogarty, T. J. (2014). The relationship between academic confidence
and performance in introductory accounting courses. Journal of Accounting Education,
32(3), 1-18. https://doi.org/10.1016/j.jaccedu.2014.04.004

Nino, L. J. C. (2017). Predicting the performance of accounting students on qualifying

examinations: A comparison of quantitative and qualitative measures. Journal of
Business and Finance Research, 5(1), 13-28.

Smith, R., Egan, M., & Bedwell, D. (2016). Group work: Can it positively affect
accounting students' confidence? Accounting Education, 25(5), 419-434.
https://doi.org/10.1080/09639284.2016.1183811