Class length and student performance: An extended study View Full Text


Ontology type: schema:ScholarlyArticle     


Article Info

DATE

2002-05

AUTHORS

Sid Ewer, Olen Greer, Wilbur Bridges, Barry Lewis

ABSTRACT

Many accounting educators believe that the student learning of accounting is better facilitated over a longer period of time, rather than a shorter period of time. This study examined the results of student performance in two introductory accounting courses, comparing student performance results of four-week summer classes with the results of traditional 16-week courses. In this research, the same professor taught the spring and summer ACC 201 courses, and two other professors taught both the spring and summer ACC 211 courses. Also held constant were the lecture material, course assignment, and test content. The results of the study indicate that in general, students taking introductory accounting over four weeks fare about as well as students who take introductory accounting over a traditional 16-week period. These results have potential importance beyond accounting education and provide support to universities offering more block courses to better serve individual student needs. More... »

PAGES

160-168

Identifiers

URI

http://scigraph.springernature.com/pub.10.1007/bf02295347

DOI

http://dx.doi.org/10.1007/bf02295347

DIMENSIONS

https://app.dimensions.ai/details/publication/pub.1005863797


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