An exploratory perspective of student performance and access to resources

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dc.contributor.author Papageorgiou, E
dc.contributor.author Callaghan, C.W
dc.date.accessioned 2020-07-15T11:29:16Z
dc.date.available 2020-07-15T11:29:16Z
dc.date.issued 2014-11-01
dc.identifier.citation A new probabilistic problem-solving paradigm: A conceptual critical reflection Callaghan, C.W. (2014) Mediterranean Journal of Social Sciences en_ZA
dc.identifier.issn ISSN 2039-2117 (online)
dc.identifier.issn ISSN 2039-9340 (print)
dc.identifier.uri https://hdl.handle.net/10539/29259
dc.description.abstract This research investigated the relationships between potential constraints to students’ access to technological resources and student academic performance. Longitudinal data from 2010 (n=228), 2011 (n=340) and 2012 (n=347) from South African accounting students was used to test the relationships between technological resources access and student academic performance using correlation analysis, multiple linear regression analysis and factor analysis. Access to the latest software was found to be associated with student academic performance; a ‘digital divide’ between students may influence their academic performance. This research specifically identifies certain constraints potentially associated with a ‘digital divide’ that may influence student performance. en_ZA
dc.language.iso en en_ZA
dc.publisher Mediterranean Center of Social and Educational Research en_ZA
dc.rights Copyright © MCSER-Mediterranean Center of Social and Educational Research en_ZA
dc.subject Accounting education; en_ZA
dc.subject gender inequality; en_ZA
dc.subject South Africa; en_ZA
dc.subject technology; en_ZA
dc.subject digital divide. en_ZA
dc.title An exploratory perspective of student performance and access to resources en_ZA
dc.title.alternative Mediterranean Journal of Social Sciences en_ZA
dc.type Article en_ZA
dc.journal.volume 5 en_ZA
dc.journal.title Mediterranean Journal of Social Sciences en_ZA
dc.description.librarian TT2020 en_ZA
dc.citation.doi 10.5901/mjss.2014.v5n23p2234 en_ZA
dc.journal.link http://hdl.handle.net/10539/25113 en_ZA
dc.journal.issue 23 en_ZA
dc.article.start-page 2234 en_ZA
dc.article.end-page 2242 en_ZA
dc.faculty Business Sciences en_ZA
dc.school School of Economic en_ZA


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