The Effectiveness of a First-Year Module Presented as an Accelerated Learning Programme to Repeating Students for Subsequent Learning

Autor/inn/en	Ontong, Juan M.; Bruwer, Armand; Schonken, Chrystal
Titel	The Effectiveness of a First-Year Module Presented as an Accelerated Learning Programme to Repeating Students for Subsequent Learning
Quelle	In: Perspectives in Education, 40 (2022) 4, S.55-69 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ontong, Juan M.) ORCID (Bruwer, Armand) ORCID (Schonken, Chrystal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
DOI	10.38140/pie.v40i4.6469
Schlagwörter	College Freshmen; Acceleration (Education); Repetition; Units of Study; Accounting; Outcomes of Education; Program Effectiveness; Academic Achievement + Suchen Sie Ihr Suchwort? Studienanfänger; Acceleration; Beschleunigung; Wiederholung; Lerneinheit; Abrechnung; Buchführung; Buchhaltung; Lernleistung; Schulerfolg; Schulleistung
Abstract	The use of an accelerated learning programme as an intervention to allow failing students to repeat a module in an accelerated format instead of having to redo a module over a semester or academic year has various academic, economic, and social benefits. Accelerated learning programmes are, however, often criticised in the literature for surface learning that may influence subsequent learning. Using a quantitative approach, this study statistically analysed the grades achieved by three distinct groups of students for a first-year financial accounting module and their subsequent second-year financial accounting module. The study found no statistical difference between students who repeated a module over the traditional academic period and those who repeated the module in an accelerated format. This study contributes to the limited research on accelerated learning programmes for repeating a module. The results provide empirical evidence that supports the questioning of the notion that accelerated learning programmes only lead to surface learning, and results are presented that advocate for the implementation of accelerated learning programmes as an effective mode for repeating students to follow to achieve academic success, given the various benefits. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: https://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01