Abstract ABSTRACT: This paper is an extension of prior research by Paretta and Chadwick [1975] that investigated the effect of question sequencing on examination performance. In this work, the investigation is broadened to trace the effects across all examinations in a course, as well as to examine effects on student attitudes and dropout behavior. A sample of elementary financial accounting students (n=414) was administered examinations throughout the semester that differed in the order of question difficulty. One-third took examinations with questions ordered easiest to hardest, one-third took examinations with random sequencing of questions, and one-third took examinations ordered hardest to easiest. Comparative examination scores, dropout statistics, and end-of-semester course evaluations were analyzed. No evidence was found to support the contention that question sequencing affected examination performance or dropout behavior from the class. Significant differences were observed, however, in student attitudes toward the course, instructor, and field of accounting.

Abstract ABSTRACT: This paper compares students who studied accounting in high school (Group I) to those students who did not (Group II). Two questions were addressed. First, do Group I students outperform Group II students in the first college-level accounting course? Second, what impact does prior accounting education have on dropout behavior from the first college-level course? Data were compiled for 498 students enrolled in elementary financial accounting. The first question was addressed by performing an analysis of covariance with repeated measures on examination scores. Vocabulary and quantitative skills scores were used as the covariates. The second question was evaluated by analysis of total drop-outs and drop-out patterns. Overall, Group I students performed no differently on examinations than those in Group II. While they scored higher on early examinations, they scored less well later. There was no difference in drop-out rate, although Group I students tended to drop later in the semester.