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Does Participation in a Computer-Based Learning Program in Introductory Financial Accounting Course Lead to Choosing Accounting as a Major?

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Bibliographic Details
Title: Does Participation in a Computer-Based Learning Program in Introductory Financial Accounting Course Lead to Choosing Accounting as a Major?
Language: English
Authors: Owhoso, Vincent, Malgwi, Charles A., Akpomi, Margaret
Source: Journal of Education for Business. 2014 89(7):367-372.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 6
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Students, Electronic Learning, Computer Assisted Instruction, Accounting, Introductory Courses, Majors (Students), Intervention, Comparative Analysis, Grade Point Average, Minority Group Students, Correlation, Predictor Variables, Conventional Instruction
DOI: 10.1080/08832323.2014.915206
ISSN: 0883-2323
Abstract: The authors examine whether students who completed a computer-based intervention program, designed to help them develop abilities and skills in introductory accounting, later declared accounting as a major. A sample of 1,341 students participated in the study, of which 74 completed the intervention program (computer-based assisted learning [CBAL]) and the rest did not (no computer-based assisted learning [NoCBAL]). The proportion of students who enrolled in an intermediate course and their mean grade point average, and the proportion that declared accounting as a major, were compared. The results show that a larger proportion of CBAL students declared accounting as a major compared to NoCBAL students.
Abstractor: As Provided
Number of References: 11
Entry Date: 2014
Accession Number: EJ1041327
Database: ERIC
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Description
Abstract:The authors examine whether students who completed a computer-based intervention program, designed to help them develop abilities and skills in introductory accounting, later declared accounting as a major. A sample of 1,341 students participated in the study, of which 74 completed the intervention program (computer-based assisted learning [CBAL]) and the rest did not (no computer-based assisted learning [NoCBAL]). The proportion of students who enrolled in an intermediate course and their mean grade point average, and the proportion that declared accounting as a major, were compared. The results show that a larger proportion of CBAL students declared accounting as a major compared to NoCBAL students.
ISSN:0883-2323
DOI:10.1080/08832323.2014.915206