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The Effect on Achievement of Using the Computer as a Problem-Solving Tool in the Intermediate Accounting Course
Mark E. Friedman
The Accounting Review
Vol. 56, No. 1 (Jan., 1981), pp. 137-143
Published by: American Accounting Association
Stable URL: http://www.jstor.org/stable/246469
Page Count: 7
You can always find the topics here!Topics: Automated accounting systems, Computers in education, Accounting interpretations, Control groups, Curricula, Covariance, College instruction, Medical students, Students, Learning
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Although computers have been integrated into a number of accounting courses, there is a lack of empirical evidence supporting their effect on student achievement. This article describes the results of a study that compared the achievement of students in intermediate accounting when taught with/without the aid of computers. The computer was integrated into the intermediate accounting curriculum as a supplemental teaching tool. The students in the treatment group completed their homework assignments with the assistance of prewritten computer programs, while the control group completed assignments without the aid of computers. The present study found that the achievement of the students using the computer was significantly higher than the achievement of the students who did not utilize the computers.
The Accounting Review © 1981 American Accounting Association