ERIC Number: ED125714
Record Type: RIE
Publication Date: 1976
A Comparative Study of the Effect of Three Methods of Instruction in Introduction to Accounting on Achievement, Attitude and Problem Solving Ability.
Bukowski, Joseph E.
This study was designed to determine the effectiveness of two methods of individualized instruction compared to the traditional textbook-lecture method in teaching introductory accounting courses. The two experimental class sections and the control class section involved in the study enrolled a total of 71 students. In the first individualized instruction class, students used a study guide and a textbook. In the second individualized instruction class, students used a study guide, textbook, and audio-cassette presentations of the material. Achievement gains were measured through pre- and posttests. At the end of the semester, students were asked to respond to an attitude survey and to complete a case problem which required them to apply concepts learned to a new situation. Results indicated no significant differences in achievement gains, attitudes toward accounting, or problem-solving ability. It was also found that (1) both individualized instruction methods were equally effective, (2) students' high school rank had no effect on achievement gains, attitudes, or problem solving ability, and (3) students of higher high school rank had more positive attitudes toward the course than students of lower rank regardless of the treatment experienced. A review of pertinent literature is included and the research methodology is detailed. (DC)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Practicum, Nova University