The effect of self-regulated computer-based assessment in an accounting curriculum

This study examines the relationships between a self-regulated computer based learning assessment system and various assessment components and learning activities in an Accounting course. The assessment components used for the analysis are mid-term test, case study, class participation, self-regulated Computer Based Interactive Learning Support (CBILS) modules and the final examination. Results show that the students differed in their style and ability to use self-regulation, as indicated by their patterns of use. As the semester progressed, students became more adept at managing their time and use of the CBILS modules to achieve the required mastery level. Those students who showed the most improvement in self-regulation also attained higher scores in the final examination results overall. Statistics including correlation, t-Test and ANOVA were used to show the significance of the relationships and differences between various assessment components and learning activities.