Quality perception of the course of accounting sciences: the validation of the Course Experience Questionnaire with Brazilian students

Authors

  • Wellington Dantas de Sousa Fucape Business School Author
  • Valcemiro Nossa Fucape Business School Author
  • João Carlos Hipólito Bernardes do Nascimento Universidade Federal do Piauí (UFPI) Author http://orcid.org/0000-0003-3505-372X
  • Arilda Magna Campagnaro Teixeira Fucape Business School Author

DOI:

https://doi.org/10.4025/enfoque.v36i2.32582

Abstract

This paper aimed to validate the Course Experience Questionnaire (CEQ) as an instrument for evaluation of the undergraduate accounting courses in Brazil. The study was a descriptive research through the application of the multivariate technique of confirmatory factor analysis. The sample, constituted by convenience, was 571 5th semester Brazilian students of the undergraduate accounting course. The internal consistency of the CEQ and the descriptive statistics showed that the quality was perceived by the students in approximately 70% of the CEQ variables. The results denoted that the CEQ has been validated in the Brazilian context. Those results indicated that the model was suitable to capture the quality of teaching and learning perceived by the students.

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Author Biographies

  • Wellington Dantas de Sousa, Fucape Business School

    Mestre em Ciências Contábeis

  • Valcemiro Nossa, Fucape Business School

    Doutor em Ciências Contábeis

  • João Carlos Hipólito Bernardes do Nascimento, Universidade Federal do Piauí (UFPI)

    Prof. da Universidade Federal do Piauí - Campus Amílcar Ferreira Sobral (CAFS).

    Doutorando em Ciências Contábeis pela Universidade Federal do Rio de Janeiro (UFRJ)

  • Arilda Magna Campagnaro Teixeira, Fucape Business School

    Doutora em Economia

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Additional Files

Published

2017-05-12

Issue

Vol. 36 No. 2 (2017)

Section

Original Articles

License

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How to Cite

Quality perception of the course of accounting sciences: the validation of the Course Experience Questionnaire with Brazilian students. (2017). Enfoque: Reflexão Contábil, 36(2), 59-75. https://doi.org/10.4025/enfoque.v36i2.32582