東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The Effect of Experiential Learning ...

Lee, Julie Crane.

FindBook

Google Book

Amazon

博客來

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.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	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./
作者:	Lee, Julie Crane.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	96 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
Contained By:	Dissertations Abstracts International82-02A.
標題:	Business education. -
電子資源:	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.
LDR:03389nmm a2200385 4500 001 2276148
005 20210427130826.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798662464056
035 $a (MiAaPQ)AAI28021896
035 $a AAI28021896
040 $a MiAaPQ $c MiAaPQ
100 1 $a Lee, Julie Crane. $3 3554413
245 1 4 $a 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.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 96 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
500 $a Advisor: Miller, Mary Lou.
502 $a Thesis (Ed.D.)--Oral Roberts University, 2020.
506 $a This item must not be sold to any third party vendors.
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.
590 $a School code: 6026.
650 4 $a Business education. $3 543396
650 4 $a Higher education. $3 641065
650 4 $a Accounting. $3 557516
653 $a Accounting education
653 $a Audit practice case
653 $a CPA examination
653 $a Experiential learning
653 $a Task-based simulations
653 $a Two-way ANCOVA
690 $a 0688
690 $a 0745
690 $a 0272
710 2 $a Oral Roberts University. $b Educational Leadership. $3 3480582
773 0 $t Dissertations Abstracts International $g 82-02A.
790 $a 6026
791 $a Ed.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28021896