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A holistic investigation into a tutor programme in first‐year Financial Accounting

A holistic investigation into a tutor programme in first‐year Financial Accounting Purpose – Student success and attrition, especially in the first year, has received increasing attention both in South Africa and internationally. The purpose of this article is to explore peer tutoring as a possible approach to facilitate first‐year student success in Financial Accounting. Design/methodology/approach – The perspectives of tutors and students attending tutor sessions (tutees) were investigated by means of questionnaires, which were complemented by an analysis of the tutees' performance in the subject compared with their participation in the tutor programme. Two cohorts of students (2008/2009) were included in the study. Findings – The results suggest that the tutees experienced the tutor programme positively and were in favour of similar initiatives in their second year of study. The tutors thought the programme had beneficial consequences for tutees. Regular attendance of tutor sessions seemed to benefit at least some students, even though it is difficult to determine causality. English‐speaking students benefited from attending the tutor sessions. Research limitations/implications – The results are not generalisable beyond the scope of the particular institution, but provide guidance for other institutions considering a similar intervention. Originality/value – The implementation of a tutor programme entails investments in terms of both money and time. This paper considers the benefits derived from these investments, specifically in an Accounting and South African context. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Meditari Accountancy Research Emerald Publishing

A holistic investigation into a tutor programme in first‐year Financial Accounting

Meditari Accountancy Research , Volume 20 (1): 20 – Jan 1, 2012

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Publisher
Emerald Publishing
Copyright
Copyright © 2012 Emerald Group Publishing Limited. All rights reserved.
ISSN
2049-372X
DOI
10.1108/10222521211234237
Publisher site
See Article on Publisher Site

Abstract

Purpose – Student success and attrition, especially in the first year, has received increasing attention both in South Africa and internationally. The purpose of this article is to explore peer tutoring as a possible approach to facilitate first‐year student success in Financial Accounting. Design/methodology/approach – The perspectives of tutors and students attending tutor sessions (tutees) were investigated by means of questionnaires, which were complemented by an analysis of the tutees' performance in the subject compared with their participation in the tutor programme. Two cohorts of students (2008/2009) were included in the study. Findings – The results suggest that the tutees experienced the tutor programme positively and were in favour of similar initiatives in their second year of study. The tutors thought the programme had beneficial consequences for tutees. Regular attendance of tutor sessions seemed to benefit at least some students, even though it is difficult to determine causality. English‐speaking students benefited from attending the tutor sessions. Research limitations/implications – The results are not generalisable beyond the scope of the particular institution, but provide guidance for other institutions considering a similar intervention. Originality/value – The implementation of a tutor programme entails investments in terms of both money and time. This paper considers the benefits derived from these investments, specifically in an Accounting and South African context.

Journal

Meditari Accountancy ResearchEmerald Publishing

Published: Jan 1, 2012

Keywords: Tutor programme; Accounting education; Financial Accounting; First‐year students; Republic of South Africa; Accounting

References