From high-school sciences to university accounting in South Africa: how prior learning affects students’ success

Abstract

Enrolling students in accounting programs based on their proficiency in English, Mathematics, and Accounting is a prevalent practice in many South African institutions of higher learning. However, certain institutions admit students into accounting programs based solely on their proficiency in English and Mathematics. This study posits that such students encounter challenges in acclimating to the accounting science milieu, consequently impeding their academic success. The research draws from the assessment of 112 first-year BCom (Bachelor of Commerce) Accounting Sciences students during the 2023 academic year. The findings affirm that students enrolled based on competency in Accounting, English, and Mathematics outperform those enrolled solely based on English and Mathematics competency. This underscores the necessity for further investigation into the determinants of success among students in accounting programs. Nonetheless, the study corroborates that self-determination and proactivity are significant contributors to success, notwithstanding students' lack of prior exposure to accounting principles.

Keywords: {'name': 'Recognition of Prior Learning'}, {'name': 'Academic Success'}, {'name': 'Prior Knowledge'}, {'name': 'Accounting Science'}, {'name': 'Competency'}

Authors & affiliations

Orifha Sinthumule
Affiliation not supplied

Innocent Zitha
Affiliation not supplied

Deposited references

Supplied references, not a list of publications citing this article.

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