Preliminary evidence of a relationship between the use of online learning and academic performance in a South African first-year university accounting course

Abdel Halabi, Ahmed Essop, Teresa Carmichael, Blanche Steyn

    Research output: Contribution to journalArticleResearchpeer-review


    This article examines the relationship between the use of online learning resources and academic performance in an Accounting 1 course conducted at a South African Higher Education Institution. The study employed a quantitative analysis over three academic years comparing the collection of end of year marks and the time spent online. The results provide preliminary empirical evidence to show that students who spent more time online significantly improved their course mark. Although much accounting-based educational research exists on the use of computers, there is a dearth of research testing any relationship between the use of online learning material and performance, and particularly in accounting education. While the results are preliminary and have some limitations, they are useful to students, teaching instructors and administrators, and provide a platform for future research into the value of using online learning in accounting.
    Original languageEnglish
    Pages (from-to)164 - 182
    Number of pages19
    JournalAfrica Education Review
    Issue number2
    Publication statusPublished - 2014

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