Impact of Accounting Information System on Effectiveness of Adventist Secondary School. Case Study of Gisenyi (eBook, PDF)
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Bachelor Thesis from the year 2020 in the subject Pedagogy - School System, Educational and School Politics, grade: 14.2, , course: Adventist University of Central Africa, language: English, abstract: The main objective of this study is to examine the impact of accounting information system on effectiveness of secondary schools specifically in Gisenyi Adventist Secondary School. The study was carried out in Gisenyi Adventist Secondary School and both descriptive and multiple regression were used in the course of the study. The sample size of 30 was obtained from known population where the rese...
Bachelor Thesis from the year 2020 in the subject Pedagogy - School System, Educational and School Politics, grade: 14.2, , course: Adventist University of Central Africa, language: English, abstract: The main objective of this study is to examine the impact of accounting information system on effectiveness of secondary schools specifically in Gisenyi Adventist Secondary School. The study was carried out in Gisenyi Adventist Secondary School and both descriptive and multiple regression were used in the course of the study. The sample size of 30 was obtained from known population where the researcher approached them with questionnaires and asked them randomly to answer the prepared questions. The data collected from the respondents were recorded and analyzed using SPSS version 20 and the results were interpreted through frequencies, mean, standard deviation and multiple regression. School effectiveness refers to the extent to which schools are able to accomplish their pre-determined objectives. School effectiveness transcends beyond students passing final examinations. According to School effectiveness has become an area of major concern for educational research from the sixties onwards in the United States. These studies have tended to focus on secondary school effectiveness till 1980. We aimed at studying a variety of effectiveness criteria. As in some other effectiveness studies, we explicitly studied not only student achievement, but also noncognitive outcomes. The mathematics and the language achievement was measured by means of curriculum relevant multiple choice tests at the start of the secondary school and at the end of the first, the second, the fourth, and the sixth grade. The questionnaire with regard to the noncognitive outcomes was also administered several times during the students' secondary school career.
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