The comparison of learning achievement of enrolled students in Bachelor of Accountancy Program at the Faculty of Business Administration, Rajamangala University of Technology Isan between students who finished Matthayomsuksa 6 and Vocational Certificate in any program or equivalent

Abstract

          The objective of this study was to compare the learning achievement of enrolled students in Bachelor of Accountancy Program, Rajamangala University of Technology Isan between students who finished Matthayomsuksa 6 (M.6 students) and students who finished Vocational Certificate (V.C. students) in any program or equivalent.  Secondary data were collected from a group of Bachelor of Accountancy Program students enrolled in 2017 academic year since the first year in 2017 academic year to the fourth year in 2020 academic year.  These data included enrolment qualification, enrolment method, academic result from the previous school, location of the previous school, academic result in the university, and the number of courses failed to adhere to the study plan of each academic year.  The instruments employed in this study were Independent Sample t-test and One-Way Analysis of Variance (One-Way ANOVA), at significance level of 0.05.  Both were applied to examine the results of the comparison of the learning achievement between the M.6 students and the V.C. students who had studied Bachelor of Accountancy.

 The results revealed the followings: 1) the difference in the enrolment qualification between M.6 students and V.C. Students affected to the dissimilarity of the academic results to the first-year and the fourth-year of studying; 2) the difference in the enrolment method between students who entered the university under quota and who got the entry under regular method had different consequences to all levels of the students; 3) the uneven academic result from the previous school of the students gave different outcomes to the academic result in the university of the second-year and the third-year of studying; 4) the difference in the enrolment qualification between M.6 students and V.C. Students show dissimilar impact on the number of courses failed to adhere to the study plan of each academic year; 5) the difference in the enrolment method between students who entered the university under quota and who got the entry under regular method reveal a dissimilarity outcome on the number of courses failed to adhere to the study plan of each academic year of the third-year and the fourth-year of studying; and finally, 6) the differential between the location of the previous school had a diverse effect on the number of courses failed to adhere to the study plan of the first-year students.