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Class length and student performance: An extended study

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  • Sid Ewer
  • Olen Greer
  • Wilbur Bridges
  • Barry Lewis

Abstract

Many accounting educators believe that the student learning of accounting is better facilitated over a longer period of time, rather than a shorter period of time. This study examined the results of student performance in two introductory accounting courses, comparing student performance results of four-week summer classes with the results of traditional 16-week courses. In this research, the same professor taught the spring and summer ACC 201 courses, and two other professors taught both the spring and summer ACC 211 courses. Also held constant were the lecture material, course assignment, and test content. The results of the study indicate that in general, students taking introductory accounting over four weeks fare about as well as students who take introductory accounting over a traditional 16-week period. These results have potential importance beyond accounting education and provide support to universities offering more block courses to better serve individual student needs. Copyright International Atlantic Economic Society 2002

Suggested Citation

  • Sid Ewer & Olen Greer & Wilbur Bridges & Barry Lewis, 2002. "Class length and student performance: An extended study," International Advances in Economic Research, Springer;International Atlantic Economic Society, vol. 8(2), pages 160-168, May.
    • Handle: RePEc:kap:iaecre:v:8:y:2002:i:2:p:160-168:10.1007/bf02295347
    DOI: 10.1007/BF02295347
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    References listed on IDEAS

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    1. Durden, Garey C & Ellis, Larry V, 1995. "The Effects of Attendance on Student Learning in Principles of Economics," American Economic Review, American Economic Association, vol. 85(2), pages 343-346, May.
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    Cited by:

    1. Eames, Michael & Luttman, Suzanne & Parker, Susan, 2018. "Accelerated vs. traditional accounting education and CPA exam performance," Journal of Accounting Education, Elsevier, vol. 44(C), pages 1-13.

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