Factors affecting achievement of accounting studies of Rajamankala Univesity of Technology Tawan-Ok Chantaburi campus

Abstract

The research had objectives 1) to study levels of achievement, students’ general condition, and educational environment factors including learners social support, the equipment and facilities and the curriculum, 2) to compare the achievements of accounting students who were categorized by general condition and 3) to study the correlations between students’ general condition, social support, the equipment and facilities, the curriculum and achievement of accounting students of the Faculty of Social Technology in 2012 Academic Year. There were 94 students and the instrument was questionnaires asking about students’ general features and educational environment factors. The findings indicated that accounting students of the Faculty of Social Technology at Rajamankala University of Technology Tawan-ok Chantaburi Campus prioritized factors that affected their achievement at the high level. The rank of the factors was in order: learners, social support, and curriculum respectively. The equipment and facilities were the factors that the students found significant at the moderate level. The findings from the analysis of the correlations revealed that factor relating to learners and the academic achievement were correlated at the statistical significance level of 0.05. In fact, they were positively correlated at the moderate level. This meant that the higher condition the students had, the higher their achievement scores were. When each factor was considered, it was found that the students’ condition relating to self-responsibility, interest in the profession, and achievement motive was correlated with academic achievement at the statistical significance level of 0.05., and they were positively correlated at the high level. This meant that the more responsibilities the learners had, higher their achievement scores were. The correlation between social support factors and the academic achievement results were found not to be significant. However, when each aspect of the social support factors was considered, it was found that instructors, the relationship with classmates and family aspect were correlated with the achievement scores at the statistical significance level of 0.05. The correlation was positive and at the high level. This meant that the students who prioritized instructors, the relationship with classmates and family aspect at the high level, their academic achievement was also at the high level. The correlations between factors concerning equipment, facilities and curriculum and the students’ academic achievement were found not be significant.