Determinants of final examination performance validated by in-course and previous course performance in an accounting course unit

This study examines various determinants of final examination performance of a third year undergraduate financial accounting course unit in a metropolitan university in Sydney, Australia. It proposes and validates two levels of dimensions affecting final examination performance, in-course examination components and previous university academic performance of students. Analysis of database from 1816 students using standardized multiple regression over three continuous semesters suggests that GPA is the single best predictor of final examination performance. All in-course test components except the in-course ethics essay test predicted final examination performance at varying levels. Length of stay also had some predictability. Principal component analysis indicated that in-course tests that predominantly examined technical skills with wider coverage of topics in the course were better predictors than tests that predominantly examined generic skills, or tests examining technical skills with a narrower coverage of topics.