Accounting Majors Finish First – Results of a Five-Year Study of Performance in Introductory Accounting

Abstract

Delivery of a quality introductory accounting course is essential for schools of business. The first step in revitalization and improvement of the course is to identify factors suggested to be empirically related to succeessful completion. Accounting major status is of particular interest. While it has long been anecdotally observed and logically expected that accounting majors would earn higher grades in introductory accounting, it is rarely addressed in empirical studies. To investigate the impact of accounting major status on performance in introductory accounting, a sample of 398 students exposed to the same professor, text, teaching and examination format over five-years was gathered. Results suggest accounting major status was in fact a significant positive predictor of grades earned in the class controlling for three additional variables (i.e., grade point average, mathematics background and previous experience in the course). These results could be used to support the creation of an honors section(s) of accounting which could include a more rigorous curriculum taught with real life cases. Previous research supported the concept of an honors program from students, faculty and potential employers. In addition, the results suggest requiring a minimum grade point average and the completion of mathematics requirement before taking introductory accounting.