ERIC Number: EJ984729
Record Type: Journal
Publication Date: 2012-Dec
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1052-5629
EISSN: N/A
Instructional Design, Active Learning, and Student Performance: Using a Trading Room to Teach Strategy
Stewart, Alice C.; Houghton, Susan M.; Rogers, Patrick R.
Journal of Management Education, v36 n6 p753-776 Dec 2012
This research used a quasi-experimental design with two conditions to test the impact of active learning in the context of integrated instructional design. The control condition was a traditional approach to teaching an undergraduate strategy capstone class. The intervention condition was an undergraduate strategy capstone class that was designed based on Fink's integrated instructional design principles and that incorporated an active learning element to teach students financial analysis. As part of the instructional design, the intervention representing active learning content was a set of financial trading room assignments. Though there were no differences in standardized test scores measuring total business knowledge, results showed a difference in student performance associated with financial knowledge between students who experienced the active learning intervention condition and students in the traditional control condition. Even when controlling for gender, major, and grade point average, the integrative instructional design using the trading room had an impact on student learning outcomes associated with financial knowledge. (Contains 5 tables.)
Descriptors: Academic Achievement, Grade Point Average, Active Learning, Intervention, Teaching Methods, Instructional Design, Standardized Tests, Quasiexperimental Design, Integrated Curriculum, Money Management, Business Administration Education, Intermode Differences, Achievement Gains, Change Strategies, Strategic Planning, Learning Experience, Delivery Systems, Control Groups, Experimental Groups, Hypothesis Testing, Predictor Variables, Accounting, Business Skills, Instructional Effectiveness, Case Method (Teaching Technique)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A