Impact of Group Exams in a Graduate Intermediate Accounting Class

Autor/inn/en	Bay, Darlene; Pacharn, Parunchana
Titel	Impact of Group Exams in a Graduate Intermediate Accounting Class
Quelle	In: Accounting Education, 26 (2017) 4, S.316-334 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2017.1292465
Schlagwörter	Graduate Students; Group Testing; Accounting; Advanced Courses; Cooperative Learning; Educational Benefits; Scores; Comparative Analysis; Outcomes of Education; Student Improvement; Skill Development; Communication Skills; Time Management; Teamwork; Test Anxiety; Foreign Countries; Individual Testing; Regression (Statistics); Undergraduate Students; Canada + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Gruppentest; Abrechnung; Buchführung; Buchhaltung; Fortgeschrittenenunterricht; Kooperatives Lernen; Bildungsertrag; Lernleistung; Schulerfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Kommunikationsstil; Zeitmanagement; Examination phobia; Testangst; Prüfungsangst; Ausland; Persönlichkeitstest; Regression; Regressionsanalyse; Kanada
Abstract	Cooperative learning techniques have been found to be quite successful in a variety of learning environments. However, in university-level accounting courses, investigations of the efficacy of cooperative learning pedagogical methods have produced mixed results at best. To continue the search for a cooperative learning method that is effective in accounting education, this study examines the use of group exams in a graduate intermediate accounting class. We provide evidence of a number of positive effects. Average scores on group exams were consistently higher than average scores on exams taken in individual format. Students adapted to the new assessment format rapidly and effectively. Further, students found the experience positive and believed they had improved important skills such as communication, time management, and teamwork. While some evidence of a free-rider effect and negative behavior associated with it was found in the beginning, this behavior was apparently temporary. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01