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Active learning in small and large classes

Author

Listed:
  • Brock Murdoch
  • Paul Guy

Abstract

This research investigates the effect of class size on introductory accounting student performance within the context of an active learning environment. In-class group activities were implemented as an integral part of the learning environment in both small and large sections. Although the class size issue has been investigated before, this paper focuses on whether active learning methods are differentially effective in large and small classes when learning is measured by performance on exams emphasizing analytical problems and essay questions. Because practical and ethical reasons prevented students from being randomly assigned to large and small sections, the research methodology controls for confounding influences. Specifically, we control for the covariates age, attendance, gender, grade point average, and homework completion. Small class students scored significantly higher on the final exam than did students in the large section.

Suggested Citation

  • Brock Murdoch & Paul Guy, 2002. "Active learning in small and large classes," Accounting Education, Taylor & Francis Journals, vol. 11(3), pages 271-282.
    • Handle: RePEc:taf:accted:v:11:y:2002:i:3:p:271-282
    DOI: 10.1080/0963928021000031448
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    Citations

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    Cited by:

    1. Kevin M. Baird & Venkateshwaran Narayanan, 2010. "The effect of a change in teaching structure on student performance," Asian Review of Accounting, Emerald Group Publishing Limited, vol. 18(2), pages 148-161, July.
    2. Giovanna Lucianelli & Francesca Citro, 2018. "Accounting Education for Professional Accountants: Evidence from Italy," International Journal of Business and Management, Canadian Center of Science and Education, vol. 13(8), pages 1-1, June.
    3. Paul Coram, 2005. "Active Learning in Accounting: A Case Study in Preaching to the Unconverted," Accounting Research Journal, Emerald Group Publishing, vol. 18(1), pages 13-20, June.
    4. Yilmaz Guney, 2009. "Exogenous and Endogenous Factors Influencing Students' Performance in Undergraduate Accounting Modules," Accounting Education, Taylor & Francis Journals, vol. 18(1), pages 51-73.
    5. Satoshi Sugahara & Gregory Boland, 2006. "The Effectiveness of PowerPoint presentations in the Accounting Classroom," Accounting Education, Taylor & Francis Journals, vol. 15(4), pages 391-403.
    6. Gohar Saleem Parvaiz & Owais Mufti & Saleem Gul, 2017. "Problems and Challenges in Skills Development: A Perspective from Professional Accounting Education," Business & Economic Review, Institute of Management Sciences, Peshawar, Pakistan, vol. 9(4), pages 83-110, December.

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