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The Evolution of Introductory Financial Accounting Labs Using Monopoly® and Excel--Is Student Performance Improved?

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Title: The Evolution of Introductory Financial Accounting Labs Using Monopoly® and Excel--Is Student Performance Improved?
Language: English
Authors: Cockrell, Susan R., Harrison, Brandon M. Di Paolo, Davidson, Lesley, Brown, Pennye, Thayer, Jennifer, Meyer, Pamela Sharp
Source: Journal of Instructional Pedagogies. May 2022 27.
Availability: Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Peer Reviewed: Y
Page Count: 12
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Introductory Courses, Accounting, Game Based Learning, Computer Software, Academic Achievement, College Students, Business Administration Education
ISSN: 2327-5324
1941-3394
Abstract: This paper examines the use of Monopoly® accompanied by Microsoft Excel to assess whether an active learning activity has an impact on the DFW rates in an introductory financial accounting course. (The DFW rate is the percentage of students who earn a grade of D or F or withdraw (W) from the course.) A zero credit hour Monopoly® Lab (which physically meets one hour per week during the semester) was created to enhance introductory business students' understanding of difficult accounting concepts by providing a means to record transactions and prepare financial statements. The objective is to engage students and link together the foundational aspects of accounting in a more realistic, understandable manner. The paper examined the DFW rates of the course over a ten-year period. Results of the study revealed a consistent lower DFW rate after the introduction of Monopoly® as compared to previous labs without the use of Monopoly®.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1347513
Database: ERIC
FullText Text:
  Availability: 0
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  Data: The Evolution of Introductory Financial Accounting Labs Using Monopoly® and Excel--Is Student Performance Improved?
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  Data: Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
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  Data: This paper examines the use of Monopoly® accompanied by Microsoft Excel to assess whether an active learning activity has an impact on the DFW rates in an introductory financial accounting course. (The DFW rate is the percentage of students who earn a grade of D or F or withdraw (W) from the course.) A zero credit hour Monopoly® Lab (which physically meets one hour per week during the semester) was created to enhance introductory business students' understanding of difficult accounting concepts by providing a means to record transactions and prepare financial statements. The objective is to engage students and link together the foundational aspects of accounting in a more realistic, understandable manner. The paper examined the DFW rates of the course over a ten-year period. Results of the study revealed a consistent lower DFW rate after the introduction of Monopoly® as compared to previous labs without the use of Monopoly®.
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