The Effectiveness of Usage of Online Multiple Choice Questions on Student Performance in Introductory Accounting

2017 ◽  
Vol 32 (4) ◽  
pp. 1-17 ◽  
Author(s):  
Dianne Massoudi ◽  
SzeKee Koh ◽  
Phillip J. Hancock ◽  
Lucia Fung
Keyword(s):  
Online Learning ◽  
Student Performance ◽  
International Student ◽  
Multiple Choice ◽  
Financial Accounting ◽  
Accounting Students ◽  
Multiple Choice Questions ◽  
Learning Resource ◽  
Examination Performance ◽  
Introductory Accounting

ABSTRACT In this paper we investigate the effectiveness of an online learning resource for introductory financial accounting students using a suite of online multiple choice questions (MCQ) for summative and formative purposes. We found that the availability and use of an online resource resulted in improved examination performance for those students who actively used the online learning resource. Further, we found a positive relationship between formative MCQ and unit content related to challenging financial accounting concepts. However, better examination performance was also linked to other factors, such as prior academic performance, tutorial participation, and demographics, including gender and attending university as an international student. JEL Classifications: I20; M41.

Assessing the Benefit of Student Self-Generated Multiple-Choice Questions on Examination Performance

2020 ◽  
Author(s):  
Marshall A. Geiger ◽  
Mary Middleton ◽  
Maryam Tahseen
Keyword(s):  
General Education ◽  
Student Performance ◽  
Accounting Education ◽  
Accounting Students ◽  
Control Group ◽  
Multiple Choice Questions ◽  
Credit Assignment ◽  
Education Literature ◽  
Examination Performance ◽  
Improve Student Performance

Prior non-accounting research has generally concluded that students obtain performance benefits from self-generating MCQs. We examine accounting students completing an extra-credit assignment to self-generate MCQs and its association with examination performance gains. Using students from a large public and small/medium sized private university, across multiple courses and semesters, we find that while students completing the assignment had significantly greater examination gains than those not completing the assignment, they did not outperform students in the same courses not offered the assignment. We find that these results hold across students of all initial performance quartiles. Our results suggest that prior educational research may overestimate the benefits of MCQ self-generation by not performing appropriate control group comparisons. We provide evidence that voluntary self-generation of MCQs may be a way to identify students seeking to improve their course performance, but in of itself it may not be an effective method to improve student performance on MCQ examinations. Our study contributes to the general education literature by presenting a more robust evaluation of the benefit of student self-generation of MCQs, and to the accounting education literature by being the first study utilizing accounting students to assess the potential benefit of student MCQ self-generation.

scholarly journals Open problem-based instruction impacts understanding of physiological concepts differently in undergraduate students

2015 ◽  
Vol 39 (4) ◽  
pp. 327-334 ◽  
Author(s):  
Brandon M. Franklin ◽  
Lin Xiang ◽  
Jason A. Collett ◽  
Megan K. Rhoads ◽  
Jeffrey L. Osborn
Keyword(s):  
Student Performance ◽  
Undergraduate Students ◽  
Open Problem ◽  
Instructional Methods ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Short Answer ◽  
Upper Level ◽  
Based Instruction ◽  
Multiple Choice Exam

Student populations are diverse such that different types of learners struggle with traditional didactic instruction. Problem-based learning has existed for several decades, but there is still controversy regarding the optimal mode of instruction to ensure success at all levels of students' past achievement. The present study addressed this problem by dividing students into the following three instructional groups for an upper-level course in animal physiology: traditional lecture-style instruction (LI), guided problem-based instruction (GPBI), and open problem-based instruction (OPBI). Student performance was measured by three summative assessments consisting of 50% multiple-choice questions and 50% short-answer questions as well as a final overall course assessment. The present study also examined how students of different academic achievement histories performed under each instructional method. When student achievement levels were not considered, the effects of instructional methods on student outcomes were modest; OPBI students performed moderately better on short-answer exam questions than both LI and GPBI groups. High-achieving students showed no difference in performance for any of the instructional methods on any metric examined. In students with low-achieving academic histories, OPBI students largely outperformed LI students on all metrics (short-answer exam: P < 0.05, d = 1.865; multiple-choice question exam: P < 0.05, d = 1.166; and final score: P < 0.05, d = 1.265). They also outperformed GPBI students on short-answer exam questions ( P < 0.05, d = 1.109) but not multiple-choice exam questions ( P = 0.071, d = 0.716) or final course outcome ( P = 0.328, d = 0.513). These findings strongly suggest that typically low-achieving students perform at a higher level under OPBI as long as the proper support systems (formative assessment and scaffolding) are provided to encourage student success.

scholarly journals Competition-based Learning Strategy of the Online Introductory Accounting Quiz for Non-accounting Majors

2020 ◽  
Vol 13 (1) ◽  
pp. 83-94
Author(s):  
Afaf Izzati Nafhah Radzi ◽  
Dayang Nazari Awang Drahman ◽  
Corina Joseph ◽  
Mariam Rahmat ◽  
Khadijah Suria
Keyword(s):  
Public Administration ◽  
Learning Strategy ◽  
Financial Accounting ◽  
Accounting Students ◽  
Future Research ◽  
Tourism Management ◽  
Office Management ◽  
Introductory Accounting ◽  
Mixed Feelings ◽  
Accounting Major

In colleges and universities, competition-based learning strategy is one of the ways used by instructors to overcome students’ challenges in their learning process. An investigation on the non-accounting major students’ perception on participating in the online accounting quiz competition for the Introduction to Financial Accounting and Reporting course has been carried out. The questionnaire was specifically developed and distributed to students from the Diploma in Computer Science, Diploma in Public Administration, Diploma in Tourism Management and Diploma in Office Management and Technology programs of Universiti Teknologi MARA, Sarawak Branch, who underwent the course in Semester March 2018. Descriptive statistics were performed to achieve the objective of this paper. Overall, the respondents and participants have mixed feelings that the online quiz was effective for learning in an accounting course. The Competition-based Learning strategy explains that the non-accounting students intend to get the certificate from the involvement in the online quiz competition. The limitations and future research opportunities are also provided in this paper.

Sex, Temperament, and Language-Related Differences in Examination Performance: A Study of Multiple-Choice and Written-Answer Tests

1999 ◽  
Vol 85 (3_suppl) ◽  
pp. 1123-1134
Author(s):  
David L. Robinson ◽  
Jaafar Behbehani ◽  
Mumtaz Shukkur
Keyword(s):  
Sex Differences ◽  
Sex Difference ◽  
Cognitive Processing ◽  
Statistical Tests ◽  
Multiple Choice ◽  
Verbal Ability ◽  
Word Production ◽  
Eysenck Personality Questionnaire ◽  
Multiple Choice Questions ◽  
Examination Performance

Arousability theory of Robinson predicts sex differences in temperament and in verbal ability and cognitive processing. Related hypotheses were tested in a sample of 73 Kuwaiti 3rd-year medical students by analysis of data obtained from administration of the Eysenck Personality Questionnaire and from questions requiring written answers or multiple-choice answers in an examination in psychology. Principal components analysis yielded a large sex difference in word production and indicated that variance of written answers loaded on two uncorrelated “linguistic” and “knowledge/cognition” components. Sex differences in temperament were also manifest but these contributed little to the observed differences in examination performance. Statistical tests indicated no sex difference in multiple-choice performance, but the women produced more words than the men and did better on the written-answer questions. In addition, there were substantial and statistically significant correlations between word production and performance on both types of test. The results confirmed predictions from arousability theory that the multiple-choice questions provided a more equitable basis than short written answers for examining classes of men and women in medical school. Written answers for questions could penalise students who are shown to be less proficient in the use of English as a second language.

Sink or Skim: Textbook Reading Behaviors of Introductory Accounting Students

2007 ◽  
Vol 22 (1) ◽  
pp. 21-44 ◽  
Author(s):  
Barbara J. Phillips ◽  
Fred Phillips
Keyword(s):  
Undergraduate Students ◽  
Financial Accounting ◽  
Accounting Students ◽  
Student Perspective ◽  
Future Research ◽  
Reading Behaviors ◽  
Motivated Behavior ◽  
Introductory Accounting ◽  
Accounting Courses ◽  
Tests Of Association

Despite the significant emphasis that most instructors place on textbooks in introductory accounting courses, little research exists to describe how students interact with their textbooks. Using learning journals, 172 undergraduate students provided detailed, real-time accounts of their experiences with 13 chapters of an introductory financial accounting textbook. Using the method of grounded theory, supplemented with quantitative tests of association, this study begins to characterize textbook use from a student perspective. Results indicate that, for students, reading is a motivated behavior, with the specific motives varying across different groups of students and leading to different consequential actions. Academically strong students appear to read with the primary goal of understanding assigned material, as evidenced by their willingness to (1) engage in reading before the related material is covered in class, (2) persist when material becomes difficult, and (3) establish defined action plans that promptly resolve confusion. In contrast, weaker students appear to read with the primary goal of reducing anxiety, by deferring reading and terminating it when comprehension becomes difficult. The findings of this study are used to create instructional guidance that instructors can provide to students and to direct future research by outlining important and interesting questions requiring further investigation.

Impact of Structure of Early Practice on Student Performance in Transaction Analysis

2011 ◽  
Vol 27 (1) ◽  
pp. 101-112 ◽  
Author(s):  
Benny G. Johnson ◽  
Erik Slayter
Keyword(s):  
Student Performance ◽  
Cognitive Architecture ◽  
Financial Accounting ◽  
Simple Modification ◽  
Practice Group ◽  
Introductory Accounting ◽  
Time Period ◽  
Post Test ◽  
Transaction Analysis ◽  
Broad Variety

ABSTRACT In introductory accounting textbooks, virtually all end-of-chapter problems on transaction analysis follow the same familiar format: a collection of transactions performed by a given business during a specified time period. Modern research-based models of human cognitive architecture suggest, however, that this format is suboptimal for beginning students. An approach better aligned with this learning research would give students practice with one transaction type at a time before proceeding to problems involving a mixture of transaction types. An experiment was conducted to test this hypothesis by randomly assigning students in an introductory financial accounting course to one of two practice conditions: conventional textbook problems and “targeted practice” in which the same transactions were grouped by type. All students were then given a conventional textbook problem as a post-test. During the practice phase, students in the targeted practice group analyzed transactions in less time and with greater accuracy than students who worked conventional problems. On the post-test, the total scores of the two groups were statistically equivalent; thus, the targeted practice group achieved the same level of performance more efficiently. However, on transactions requiring transfer of learning, the targeted practice group performed notably better, indicating these students were better able to apply knowledge gained during practice to a broad variety of transaction scenarios. The implications of this study are straightforward and practical: by making a very simple modification to the format of transaction analysis problems given to students early in the learning process, better learning outcomes can be obtained.

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