https://eprints.qut.edu.au/id/eprint/201362 2026-04-21T08:39:30Z info:eu-repo/semantics/descriptiveMetadata Determining the relationship between attendance and performance in accounting education Alagiah, Ratnam Delaney, Debbie McManus, Lisa https://orcid.org/0000-0001-9610-520X <p>This study provides some empirical evidence of the relationship between face-to-face contact for accounting students by comparing their performance with their attendance at tutorials. Previous research has shown that there was no significant difference in the performance of students, measured by their results, between students who attended tutorials and lectures with those who did not. Internal students who had face-to-face contact outscored those who did not attend lectures and tutorials. This suggests that attendance does explain performance. Consistent with previous studies, we posit that students who attended tutorials have a greater possibility of scoring a higher mean average grade than those who did not attend tutorials. We hypothesise that attendance at tutorials is useful and is conducive to better learning in accounting at the undergraduate levels. With debate about converting all accounting undergraduate courses into the flexible mode over the horizon, this study provides some empirical evidence to accounting students, accounting academics and university administrators as to the suitability of learning and teaching modes in accounting at the undergraduate level.</p> Emerald Group Publishing Ltd. Asian Review of Accounting 2001-01-01 Contribution to Journal doi:10.1108/eb060739 Alagiah, Ratnam, Delaney, Debbie, & McManus, Lisa (2001) Determining the relationship between attendance and performance in accounting education. Asian Review of Accounting, 9(1), pp. 128-138. https://eprints.qut.edu.au/201362/ Consult author(s) regarding copyright matters This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the document is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recognise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to qut.copyright@qut.edu.au QUT Business School; School of Accountancy info:eu-repo/semantics/humanStartPage