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Modelling Performance Improvement and Switching Behaviour in Team Learning

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Listed:
  • Bruce Reinig
  • G. E. Whittenburg
  • Ira Horowitz

Abstract

Accounting educators and agencies have sought to incorporate team learning activities into conventional learning methods. The readiness-assurance process (RAP) of team learning, in which students take quizzes first as individuals and second as members of student teams, has been shown to be effective in this regard. We analyse the RAP with a fixed-effects regression model to identify the factors that contribute to performance improvement and we use ordered logit regression to estimate, probabilistically, switching behaviour within student teams. A longitudinal study was conducted over the course of a semester in which 101 undergraduate accounting students, comprising 22 teams, completed six quizzes. Within-team knowledge disparity was shown to be a significant indicator of performance improvement, and individuals appeared more likely to switch their answers after the first quiz. There were no significant effects for either performance or switching associated with demographic measures of sex and English fluency. Implications for accounting educators are discussed.

Suggested Citation

  • Bruce Reinig & G. E. Whittenburg & Ira Horowitz, 2009. "Modelling Performance Improvement and Switching Behaviour in Team Learning," Accounting Education, Taylor & Francis Journals, vol. 18(4-5), pages 487-504.
    • Handle: RePEc:taf:accted:v:18:y:2009:i:4-5:p:487-504
    DOI: 10.1080/09639280802095248
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    References listed on IDEAS

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    1. Matthew Hall & Alan Ramsay & John Raven, 2004. "Changing the learning environment to promote deep learning approaches in first-year accounting students," Accounting Education, Taylor & Francis Journals, vol. 13(4), pages 489-505.
    2. Hall, Matthew & Ramsay, Alan & Raven, John, 2004. "Changing the learning environment to promote deep learning approaches in first year accounting students," LSE Research Online Documents on Economics 2956, London School of Economics and Political Science, LSE Library.
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    Cited by:

    1. Bruce A. Reinig & Ira Horowitz & Gene Whittenburg, 2014. "Determinants of Student Attitudes toward Team Exams," Accounting Education, Taylor & Francis Journals, vol. 23(3), pages 244-257, June.
    2. Apostolou, Barbara & Hassell, John M. & Rebele, James E. & Watson, Stephanie F., 2010. "Accounting education literature review (2006–2009)," Journal of Accounting Education, Elsevier, vol. 28(3), pages 145-197.

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