Student Preparation and Final Examination Performance in Accounting Education

Abstract

Student preparation is crucial for final examination success, yet challenges such as inadequate revision, poor time management and exam stress often hinder performance. This study examines how student preparation affects final examination outcomes focusing on accounting courses. It aims to identify key study habits, assess their effectiveness and analyse the role of stress and time constraints in academic achievement. A mixed-method approach was adopted, with data collected three weeks post-exam through a structured questionnaire given to students who failed an accounting course. The survey evaluated tutorial attendance, tutorial completion, revision habits, perceived stress levels, and self-reported exam performance. Descriptive statistics analysed quantitative responses, while thematic analysis interpreted qualitative feedback. Findings reveal that despite 100% tutorial attendance and 98.3% interest in the subject, only 69% of students completed tutorials indicating inconsistencies in preparation. Additionally, 55.2% struggled with answering questions due to stress, time constraints, and health issues. Overlapping exam schedules and last-minute revision further impacted performance. However, 98.3% found tutorials beneficial in reinforcing key concepts. This study highlights the importance of structured study plans, time management and stress control. It underscores that academic success depends not only on teaching quality but also on student preparation.

Keywords: Student preparation, final examination, Performance, accounting education