The Impact of Collaborative Learning Approaches on Assessment Outcomes in an Accounting Theory Class

Autor/in	Nsor-Ambala, Randolph
Titel	The Impact of Collaborative Learning Approaches on Assessment Outcomes in an Accounting Theory Class
Quelle	In: Accounting Education, 31 (2022) 1, S.1-38 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2021.1944232
Schlagwörter	Cooperative Learning; Accounting; Teaching Methods; Tests; Outcomes of Education; Problem Solving; Student Attitudes; Scores; Grade Point Average; Grading; Groups; Gender Differences; Gender Bias; Group Dynamics; Teamwork; Undergraduate Students; Retention (Psychology); Test Anxiety; Comparative Analysis; Foreign Countries; Ghana + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Abrechnung; Buchführung; Buchhaltung; Teaching method; Lehrmethode; Unterrichtsmethode; Examination; Prüfung; Examen; Lernleistung; Schulerfolg; Problemlösen; Schülerverhalten; Notengebung; Schulnote; Geschlechterkonflikt; Geschlechterstereotyp; Gruppendynamik; Merkfähigkeit; Examination phobia; Testangst; Prüfungsangst; Ausland
Abstract	The study explores how collaborative based exams (CLBE) affect specified learning outcomes in an Accounting Theory course for final year 'accounting major' students. The study proposes Accounting Theory as an avenue to improve the qualitative and problem-solving skills of accounting students and collaborative learning (CL) as a mechanism to enhance students' teamwork skills. The study uses a mixed-methods approach, applying a quantitative method in analysing the relationships and then using focus groups to gain insights about students' reaction to CL and collaborative based exams (CLBE). The results confirm that collaborative based exams (CLBE) after a CL mechanism significantly and comparatively improves students' qualitative and problem-solving based exam scores, reduces pre-exam anxiety and enhances knowledge retention. Both low performing and high CGPA students benefited from CL and collaborative based exams (CLBE). Students, even though appreciative of the visible benefits of CL, contested a group-based grading system, and female students revealed gender biases within group dynamics. This study is the first application of inter and intragroup dependent exam constructs within collaborative based exams (CLBE). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01