Difference in approaches to studying between accounting and law students : influence of gender and academic achievement

Abstract

This study compared the difference in approaches to studying between Accounting and Law students. A total of 109 students (72 females and 37 males) responded to the Revised Approaches to Studying Inventory (RASI). Consistent with earlier studies, the purposes of the present study were (i) to examine RASI as a valid instrument to determine the learning styles of students in Asian countries; (ii) to investigate the effects of gender and degree program on approaches to studying. (iii) to investigate whether the RASI was predictive of academic success. The data were analysed using principal components factor analysis. The resulting fit of the RASI subscales to the hypothesized structure was quite good, thus providing support for the notions of deep, surface and strategic approaches and the lack of direction and academic self confidence orientations. The reliability of the 'academic self-confidence' subscale was quite low compared to previous studies. Subjects' mean scores on each of the scales were further analysed in terms of gender and degree program. The relationship between the RASI orientations with academic performance failed to show any correlation (the measurement being used is the CGPA). This revealed a number of significant effects. These findings, and implications for educational researchers, are discussed.