Personal characteristics and academic achievement of undergraduate accounting students studying through open learning

Abstract

The continuing growth of open learning is evident from developments in countries such as the United Kingdom, China, India and South Africa. This study attempts to determine if enrolments in a single accounting open learning subject are achieving equity aims by analysing the profile of these open learning students, and investigates the relationships which exist between students' characteristics and performance. Equity in education is a qualitative property and refers to judgements concerning justice, in particular broadening the access to education and training to those groups who have previously had limited access. Personal characteristics were examined to investigate whether those students who, due to a number of barriers, had historically found it difficult to access tertiary education were now availing themselves of the increased access to opportunities. Responses from 107 students to a questionnaire provided information on gender, place of residence, employment status, level of education, type of secondary school attended and the number of times the students had attempted a specific open learning unit. The study found that open learning is meeting its aim of increased university participation by involving a population segment previously excluded, with 85% of students studying at university level for the first time. Flexibility and open access were important factors in students choosing this mode of study. The mean age was 32, with females outnumbering males. Only half the students were in full time employment. Minor gender differences were found with males outperforming females overall. Ethnicity and type of school attended were not related to achievement. No significant differences were found between a student's prior education level and results achieved in open learning.