Impact of Exam Type on Exam Scores, Anxiety, and Knowledge Retention in a Cost and Management Accounting Course

Autor/in	Nsor-Ambala, Randolph
Titel	Impact of Exam Type on Exam Scores, Anxiety, and Knowledge Retention in a Cost and Management Accounting Course
Quelle	In: Accounting Education, 29 (2020) 1, S.32-56 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2019.1683871
Schlagwörter	Accounting; Teaching Methods; Undergraduate Students; Management Development; Costs; Scores; Anxiety; Retention (Psychology); Grade Point Average; Student Attitudes; Foreign Countries; Test Format; Test Wiseness; Comparative Analysis; Ghana + Suchen Sie Ihr Suchwort? Abrechnung; Buchführung; Buchhaltung; Teaching method; Lehrmethode; Unterrichtsmethode; Cost; Kosten; Angst; Merkfähigkeit; Schülerverhalten; Ausland; Testentwicklung
Abstract	The study explored the application of closed-book, open-book and cheat-sheet exams in an undergraduate cost and management accounting course at a university in Ghana. 198 students participated in an exploratory study examining how the different exam types impact on exam scores, pre-exam anxiety and knowledge retention. The study improves on the methods used in prior studies by, simplifying the estimation of pre-exam anxiety, and controlling for general student aptitude (GPA) in the specification of model. ANOVA was used to analyse the data. The results of the study provide compelling support for the application of cheat-sheet exams even though the perceptual views of students regarding this exam type were quite low on several variables and parameters. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01