The Effect of Teaching Method on Examination Performance and Attitudes in an Introductory Financial Accounting Course
Butler University
Digital Commons @ Butler University
Scholarship and Professional Work - Business College of Business
4-1-1999
The Effect of Teaching Methods on Examination
Performance and Attitudes in an Introductory
Financial Accounting Course
Joseph Marcheggiani
Karel A. Updyke
Butler University, kaupdyke@butler.edu
James F. Sander
Butler University, jsander@butler.edu
Follow this and additional works at: http://digitalcommons.butler.edu/cob_papers
Part of the Accounting Commons, and the Curriculum and Instruction Commons
This Article is brought to you for free and open access by the College of Business at Digital Commons @ Butler University. It has been accepted for inclusion in Scholarship and Professional Work - Business by an authorized administrator of Digital Commons @ Butler University. For more information, please contact jpetrusa@butler.edu.
Recommended Citation
“The Effect of Teaching Methods on Examination Performance and Attitudes in an Introductory Financial Accounting Course,”
Journal of Education for Business, (74) March/April 1999.1 ABSTRACT. This article describes a study in which a group-Socratic teaching method and an interactive lecture style were compared for their effect on students ' examination performance in an introductory financial accounting course. The effect of teaching method on students ' attitudes toward the accounting profession and the course was also analyzed. An ANOVA design was used to test for differences between experimental and control groups of undergraduate students.
The results provide no evidence that either method of instruction results in significantly higher scores on examinations; nor was there any statistically significant difference in attitudes toward the accounting profession or the course.
Over the past several years, many diverse groups have called for a change in the manner in which accounting is taught (AAA, 1986). The clamor for change from different quarters
Digital Commons @ Butler University
Scholarship and Professional Work - Business College of Business
4-1-1999
The Effect of Teaching Methods on Examination
Performance and Attitudes in an Introductory
Financial Accounting Course
Joseph Marcheggiani
Karel A. Updyke
Butler University, kaupdyke@butler.edu
James F. Sander
Butler University, jsander@butler.edu
Follow this and additional works at: http://digitalcommons.butler.edu/cob_papers
Part of the Accounting Commons, and the Curriculum and Instruction Commons
This Article is brought to you for free and open access by the College of Business at Digital Commons @ Butler University. It has been accepted for inclusion in Scholarship and Professional Work - Business by an authorized administrator of Digital Commons @ Butler University. For more information, please contact jpetrusa@butler.edu.
Recommended Citation
“The Effect of Teaching Methods on Examination Performance and Attitudes in an Introductory Financial Accounting Course,”
Journal of Education for Business, (74) March/April 1999.1 ABSTRACT. This article describes a study in which a group-Socratic teaching method and an interactive lecture style were compared for their effect on students ' examination performance in an introductory financial accounting course. The effect of teaching method on students ' attitudes toward the accounting profession and the course was also analyzed. An ANOVA design was used to test for differences between experimental and control groups of undergraduate students.
The results provide no evidence that either method of instruction results in significantly higher scores on examinations; nor was there any statistically significant difference in attitudes toward the accounting profession or the course.
Over the past several years, many diverse groups have called for a change in the manner in which accounting is taught (AAA, 1986). The clamor for change from different quarters
References: American Accounting Association (AAA). (1986). Report of the Committee on the future structure, content, and scope of accounting education (The Bedford Committee) Jacoby, L. L. (1978). On interpreting the effects of repetition: Solving a problem versus remembering a solution Lindquist, T. M. (1995). Traditional versus contemporary goals and methods in accounting education: Bridging the gap with cooperative learning Slamecka, N. J., & Graf, P. (1978). The generation effect: Delineation of a phenomenon. Journal of Experimental Psychology: Human Learning and Memory, 4(6), 592-604 Slavin, R. E. (1987). Cooperative learning and the cooperative school. Educational Leadership, November, 7-13 Smith, H. W. (1987). Comparative evaluation of three teaching methods of quantitative techniques: Traditional lecture, Socratic dialogue, and PSI format