Abstract This study investigates the impact of final examination scheduling on student performance on the exam. Specifically, analysis of covariance was employed to determine whether day of the exam, the time of the exam, the presence of prior exams, the total number of exams, and the Incidence of multiple exams on the accounting exam day affect student performance on an accounting final. Four independent variables—accounting course, semester, subject interim test score averages, and gender—were included as covariates. Results indicated that mastery of the concepts and principles of financial accounting, as evidenced by the average interim test scores, was the primary predictor of final exam grades. Nevertheless, exam scheduling, including day of the exam, time of the exam, and the presence of prior exams also had a significant impact on student performance.
Reed et al. (Fri,) studied this question.
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