Cognitive style as a factor in accounting students' performance on multiple choice examination

Using 59 final-year accounting students as subjects and multiple regression analysis, this paper tests the hypothesis that accounting students' performance on multiple choice examinations is related to field dependence cognitive style. Results support the hypothesis and suggest that in evaluati...

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Bibliographic Details
Published inAccounting Education Vol. 1; no. 4; pp. 311 - 319
Main Authors Gul, Ferdinand A., Teoh, Hai Yap, Shannon, Robert
Format Journal Article
LanguageEnglish
Published Chapman & Hall 01.12.1992
Subjects
accounting
cognitive style
multiple choice examination
multiple regression
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Summary:Using 59 final-year accounting students as subjects and multiple regression analysis, this paper tests the hypothesis that accounting students' performance on multiple choice examinations is related to field dependence cognitive style. Results support the hypothesis and suggest that in evaluating student performances in multiple choice examinations, accounting academics should bear in mind that the scores on these examinations may be partly a function of student's cognitive style. This finding has implications for the use of multiple choice examinations in classroom evaluations.
ISSN:0963-9284
1468-4489
DOI:10.1080/09639289200000048