CHAK Suet Ching, RosanneRosanneCHAK Suet ChingFUNG Ngan Ho, HeidiHeidiFUNG Ngan Ho2017-02-212017-02-212015In Ma, W. W. K., Yuen, A. H. K., Park, J., Lau, W. W. F., & Deng, L. (Eds.) (2015). New media, knowledge practices and multiliteracies: HKAECT 2014 International Conference, (pp. 189-203). Singapore: Springer.97898128720819789812872098http://hdl.handle.net/20.500.11861/3912This paper focuses on the effectiveness of the online quizzes provided by the textbook companion website for accounting students. The main objective of this study is to investigate the relationship between student academic performance and the quantity of online quizzes they had completed. Additionally, it attempts to understand students’ motives of taking the quizzes. The subjects of this study were 129 second-year accounting students enrolled in an undergraduate course of Cost and Management Accounting in a private university in fall of 2013. Results indicate that online quizzes make a positive impact on final exam score and the end-of-semester grade under the assumption of the students taking adequate amount of online quizzes throughout the semester. The student initiatives in taking online quiz without bonus marks may come from perceived usefulness, instructor encouragement, self-motivation, and peer pressure.enBlended LearningOnline QuizTextbook Companion WebsiteCost AccountingStudent InitiativeAcademic PerformanceBook Chapter10.1007/978-981-287-209-8_18