Moderating Role of Gender in the Performance of Moodle Questionnaires in an Introductory Accounting Course

The purpose of this paper is to present the results of Moodle questionnaires in an introductory Accounting Course taught in the University of Valencia. This learning platform is new for our University so there is a need to create new resources and plan how to use them in the continuous assessment system. The teacher developed eight questionnaires and assigned 10% of the final mark to the performance of students in these questionnaires. This pioneer experience was carried out in a group of 53 students, 46 of which followed this methodology. Our results show that gender is significantly associated to this fact, i.e. women tend to participate more in this activity and the final exam mark they obtain improves with this participation.