This study experimentally examines the impact of testing frequency on students’ performance and perceptions of introductory managerial accounting. The students also responded to the Motivated Strategies for Learning Questionnaire (MSLQ); a questionnaire that measures self-efficacy, cognitive strategy use, test anxiety, intrinsic value and self-regulation as it relates to learning. We find that more frequent testing increases performance on the tests and final grade, but does not impact performance on a cumulative final examination, student evaluations of the course and professor, or anxiety before tests in the course. However, students who received more frequent testing felt the number of tests was less reasonable compared to other business courses than students who received less frequent testing. We find that self-efficacy, test anxiety, cognitive strategy, and self-regulation are significantly correlated with student performance (tests and final grade). Furthermore, we find that intrinsic value is significantly correlated with the likelihood of students considering accounting as a major.
