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The Effect of Experiential Learning ...

Lee, Julie Crane.

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The Effect of Experiential Learning and Gender on Student Achievement on Task-Based Simulations and a Multiple-Choice Posttest in a Graduate-Level Auditing Course.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effect of Experiential Learning and Gender on Student Achievement on Task-Based Simulations and a Multiple-Choice Posttest in a Graduate-Level Auditing Course./
Author:	Lee, Julie Crane.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	96 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
Contained By:	Dissertations Abstracts International82-02A.
Subject:	Business education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28021896
ISBN:	9798662464056

The Effect of Experiential Learning and Gender on Student Achievement on Task-Based Simulations and a Multiple-Choice Posttest in a Graduate-Level Auditing Course.
Lee, Julie Crane.

The Effect of Experiential Learning and Gender on Student Achievement on Task-Based Simulations and a Multiple-Choice Posttest in a Graduate-Level Auditing Course. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 96 p.

Source: Dissertations Abstracts International, Volume: 82-02, Section: A.

Thesis (Ed.D.)--Oral Roberts University, 2020.

This item must not be sold to any third party vendors.

Purpose and Method of Study: The purpose of this quantitative study was to examine the effect of experiential learning and gender on student achievement on task-based simulations (TBS) similar to those on the Uniform CPA Examination (UCPAE) and a multiple-choice posttest focused on general audit knowledge and concepts. A quasi-experimental research design was used to investigate the hypotheses. A two-way analysis of covariance (ANCOVA) was applied to address preexisting differences in the non-equivalent groups. Participants included 55 graduate accounting students enrolled in a graduate auditing course in the fall 2017, fall 2018, and fall 2019 semesters. The students enrolled in the 2017 and 2018 courses served as the control group while the treatment group included the students enrolled in the 2019 course. The treatment, an experiential learning activity, consisted of an audit practice case implemented during the fall 2019 semester as a supplement to the traditional lecture format. Pretest scores served as the continuous covariate. This study considered the effect of audit practice case implementation on two separate dependent variables, student achievement on TBSs and on a multiple-choice posttest. Participant achievement on TBSs and the multiple-choice posttest were compared by treatment, gender, and treatment by gender, while controlling for pretest results. Findings and Conclusions: Descriptive statistics indicated TBS scores of the treatment group to be higher than that of the control group both overall and by gender, while scores on the multiple-choice test were higher for females in the treatment group than that of the control group. However, results from the two-way ANCOVA indicated no significant difference in participant achievement on TBSs, or the multiple-choice posttest, when compared by treatment, gender, and treatment by gender, while controlling for pretest scores. Continued use of the audit practice case is recommended to track progress in student performance over time and to increase participant representation in the treatment group.

ISBN: 9798662464056Subjects--Topical Terms:

543396
Business education.
Subjects--Index Terms:

Accounting education

The Effect of Experiential Learning and Gender on Student Achievement on Task-Based Simulations and a Multiple-Choice Posttest in a Graduate-Level Auditing Course.
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500 $a Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
500 $a Advisor: Miller, Mary Lou.
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520 $a Purpose and Method of Study: The purpose of this quantitative study was to examine the effect of experiential learning and gender on student achievement on task-based simulations (TBS) similar to those on the Uniform CPA Examination (UCPAE) and a multiple-choice posttest focused on general audit knowledge and concepts. A quasi-experimental research design was used to investigate the hypotheses. A two-way analysis of covariance (ANCOVA) was applied to address preexisting differences in the non-equivalent groups. Participants included 55 graduate accounting students enrolled in a graduate auditing course in the fall 2017, fall 2018, and fall 2019 semesters. The students enrolled in the 2017 and 2018 courses served as the control group while the treatment group included the students enrolled in the 2019 course. The treatment, an experiential learning activity, consisted of an audit practice case implemented during the fall 2019 semester as a supplement to the traditional lecture format. Pretest scores served as the continuous covariate. This study considered the effect of audit practice case implementation on two separate dependent variables, student achievement on TBSs and on a multiple-choice posttest. Participant achievement on TBSs and the multiple-choice posttest were compared by treatment, gender, and treatment by gender, while controlling for pretest results. Findings and Conclusions: Descriptive statistics indicated TBS scores of the treatment group to be higher than that of the control group both overall and by gender, while scores on the multiple-choice test were higher for females in the treatment group than that of the control group. However, results from the two-way ANCOVA indicated no significant difference in participant achievement on TBSs, or the multiple-choice posttest, when compared by treatment, gender, and treatment by gender, while controlling for pretest scores. Continued use of the audit practice case is recommended to track progress in student performance over time and to increase participant representation in the treatment group.
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