Abstract
This paper focuses on the effectiveness of the online quizzes provided by the textbook companion website for accounting students. The main objective of this study is to investigate the relationship between student academic performance and the quantity of online quizzes they had completed. Additionally, it attempts to understand students’ motives of taking the quizzes. The subjects of this study were 129 second-year accounting students enrolled in an undergraduate course of Cost and Management Accounting in a private university in fall of 2013. Results indicate that online quizzes make a positive impact on final exam score and the end-of-semester grade under the assumption of the students taking adequate amount of online quizzes throughout the semester. The student initiatives in taking online quiz without bonus marks may come from perceived usefulness, instructor encouragement, self-motivation, and peer pressure.
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Appendix: Thirty-Six Questionnaire Items
Appendix: Thirty-Six Questionnaire Items
Q1 | The existence of the textbook companion website of the course ACCT210 was: _____ | ||
(1) Informed by my lecturer (2) Informed by my schoolmate | |||
(3) Discovered by myself (4) Others | |||
______________________________________________ | |||
Q2 | I know the existence of textbook companion website of other course(s) | Y | N |
Q3 | I know this kind of companion website before studying ACCT210 | Y | N |
Q4 | I have heard my schoolmate talking about the textbook companion website of ACCT210 | Y | N |
Q5 | I have visited the textbook companion website of other course(s) | Y | N |
Q6 | I have visited the ACCT210 textbook companion website | Y | N |
(If your answer is N, please go to question Q25) | |||
Q7 | I have tried the online quiz (multiple-choice (MC) questions) of the ACCT210 textbook companion website | Y | N |
(If your answer is N, please go to question Q25) | |||
Q8 | I have sent my online quiz results to my lecturer | Y | N |
Q9 | I have recommended my schoolmates to do the online quiz | Y | N |
Q10 | I did the online quiz because my schoolmates suggested me to do so | Y | N |
Q11–Q36 | Strongly Disagree Neutral Strongly Agree | ||
1 ← ← 4 → → 7 | |||
Q11 | I find the ACCT210 textbook companion website easy to use | ||
Q12 | I find the online quiz useful for my learning of ACCT210 | ||
Q13 | I would not do the online quiz if my lecturer had not mentioned about it | ||
Q14 | I did the online quiz for I know my schoolmates have or would have done it | ||
Q15 | I repeated the same quiz until I have all the questions answered correctly | ||
Q16 | I sent my online quiz results to my lecturer because of bonus marks | ||
Q17 | I find it convenient to access the online quiz | ||
Q18 | I enjoy doing the online quiz | ||
Q19 | I find the questions of the online quiz easy to answer | ||
Q20 | The number of questions in each chapter of the online quiz is too many | ||
Q21 | Doing the online quiz enhances my confidence in studying ACCT210 | ||
Q22 | Doing the online quiz increases my understanding of ACCT210 | ||
Q23 | Doing the online quiz helps me in preparing for the midterm test of ACCT210 | ||
Q24 | Doing the online quiz improves my ACCT210 midterm test result | ||
Q25 | I believe the textbook companion website is useful for learning | ||
Q26 | Doing the online quiz would improve my ACCT210 final exam result | ||
Q27 | Doing the online quiz would help me in preparing for the final exam of ACCT210 | ||
Q28 | Doing the online quiz is time consuming | ||
Q29 | I would do the online quiz if I know my other schoolmates did it | ||
Q30 | I would do the online quiz if the lecturer says it is useful for my study | ||
Q31 | I would do the online quiz if my lecturer gives me bonus marks | ||
Q32 | I would do the online quiz even if the midterm test contains only essay questions | ||
Q33 | I would do the online quiz if the final exam has MC questions | ||
Q34 | I would use the textbook companion website of other course(s) in the future | ||
Q35 | I would recommend my schoolmates to do the online quiz in the future | ||
Q36 | The lecturer should make the online quiz a compulsory task of the course | ||
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Chak, S.C., Fung, H. (2015). Exploring the Effectiveness of Blended Learning in Cost and Management Accounting: An Empirical Study. In: Ma, W., Yuen, A., Park, J., Lau, W., Deng, L. (eds) New Media, Knowledge Practices and Multiliteracies. Springer, Singapore. https://doi.org/10.1007/978-981-287-209-8_18
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DOI: https://doi.org/10.1007/978-981-287-209-8_18
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