The Effect of E-Learning on Academic Achievement among Students of the Accounting Program in Public Universities in the Kingdom of Saudi Arabia
Bibliographic record
Abstract
This research aimed to understand the impact of e-accounting education on the academic achievement of students of the Bachelor of Accounting Program at The College of Business and Economics at Qassim University. The importance of this research lies in the need to understand the effects of e-learning, its contribution to accounting education, and its effect on the academic achievement of accounting students. This research was conducted by analyzing the academic data of the students for the period from 2019 to 2020. In addition, the research used the academic reports to evaluate the electronic teaching process in accounting department, to understand the impact of e-learning on the educational process. A descriptive analytical approach was employed through the review of previous studies in the fields of e-learning and accounting education. Moreover, a comparison was conducted between the students' achievement in traditional learning in 2019 and in e-learning in 2020 using the analysis obtained from Statistical Package for Social Sciences (SPSS). The results of the research proved that e-learning has positive effect on the academic achievement of students of the Bachelor of Accounting Program at Qassim University. The research recommends to include the e-learning system in the accounting department at Qassim University, and to integrate it with traditional education in order to develop the accounting education.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".