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ERIC Number: ED318964
Record Type: Non-Journal
Publication Date: 1990-Mar
Pages: 16
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Gender, Teaching Methods and ACT Scores.
Heritage, Jeannette; And Others
The hue and cry of the business world is for an educational system that emphasizes the development of analytical abilities and problem solving skills. Society is looking for more competent females in the work force. This study examined the significance of gender, methodology, academic preparation, and age as related to development of judgmental and problem solving skills. Gender, mathematics American College Testing Program (ACT) scores, composite ACT scores, grades in coursework, and age were used to analyze the impact of teaching methodology on students' (N=118) ability to analyze financial statement data. The results reflected positively on the accounting student compared to the general college population and the female student in particular. Using different methods to teach activities did not appear to penalize students. Females in this study had higher grade point averages and higher post-case scores than did males. This may be an indication that accounting is attracting the more capable female student who possesses greater analytical ability. Although only 12 subjects were over 22 years of age, their grade point average was 3.08 as compared to 2.55 for the traditional age (18-22) student. The world of accounting and accounting education is in a state of flux. The complexity of college instruction often defies the advantages of controlled observations; nevertheless, there is a great deal to learn about the process through studies such as the one described in this classroom experience. (ABL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A