Title: How Much Do Study Habits, Skills, and Attitudes Affect Student Performance in Introductory

College Accounting Courses

Researcher: Darwin D. Yu (Ateneo de Manila University)
The Journal article we analyzed is titled " How Much Do Study Habits, Skills, and Attitudes
Affect Student Performance in Introductory College Accounting Courses”. The abstract of the study
follows the IMRaD format, using the elements of Introduction, Methods, Results, and Discussion. The
Background section introduces the context by emphasizing the importance of deliberate practice in
learning financial accounting, while the Aims section clearly outlines the objective of examining the
impact of "study habits, skills, and attitudes" (SHSAs) on student performance. The Method section
details the data collection methods which is through survey and school records, and the approach to
analysis, including the examination of factors differentiating high- and low-performing students. The
Results section presents the study's findings, which are factors influencing accounting performance
cognitive factors such as math and English proficiency, high school accounting, and SHSA factors like
perception of teacher effectiveness and level of effort. Additionally, it highlights the insignificance of
certain variables like time spent studying and motivation. Finally, the Conclusion section summarizes the
results, emphasizing the critical role of teacher effectiveness perception, while also noting the importance
of effort and effective study habits over sheer study hours. Though the abstract doesn't strictly adhere to
the IMRaD format in a linear progression, it covers the essential components of a research paper by
introducing the topic, detailing methods, presenting results, and drawing conclusions. The gap of the
study aims to understand the influence of "study habits, skills, and attitudes" (SHSAs) on the performance
of students enrolled in an introductory financial accounting college course. The research is quantitative in
nature, as stated in the Method section. The methods used to collect the data are surveys and school
records. Using multiple regression analysis, they are regarded as independent variables, and the final
grade from the accounting course is the dependent variable. One aspect of the analysis approach is
looking at what makes high-performing students distinct from low-performing ones. In reporting and
discussing the results, both textual descriptions and tabular presentations were used. Visual elements like
graphs or charts were not explicitly mentioned in the provided text excerpt. However, tables were utilized
to present the key data and information summarizing the respondents' profiles and correlation coefficients
among variables. This study found important factors affecting how students do in their financial
accounting class. Math skills, how students see their teachers, English skills, previous high school
accounting, and how much effort they put in all make a big difference in grades. Surprisingly, things like
gender, study habits, time spent studying, and going to review classes don't really affect grades. Math
skills are super important, almost as much as all the other factors combined. Even though study habits
didn't seem to matter in the analysis, high achievers did things like reading ahead, doing homework, and
participating in class more often. They also crammed more right before exams, which might show more
intense preparation. Since student perception of teacher effectiveness strongly influences accounting
performance, it is critical that hiring and training of accounting faculty be given utmost importance. Level
of effort and good study habits also help, but not the sheer number of study hours.

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