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Class length and student performance: An extended study

International Advances in Economic Research volume 8, pages 160–168 (2002)Cite this article

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.

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Authors and Affiliations

  1. Southwest Missouri State University, U.S.A.

    Sid Ewer, Olen Greer, Wilbur Bridges & Barry Lewis

Authors
  1. Sid Ewer
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  2. Olen Greer
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  3. Wilbur Bridges
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  4. Barry Lewis
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Ewer, S., Greer, O., Bridges, W. et al. Class length and student performance: An extended study. International Advances in Economic Research 8, 160–168 (2002). https://doi.org/10.1007/BF02295347

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  • DOI: https://doi.org/10.1007/BF02295347

Keywords

  • Economic Growth
  • Extended Study
  • International Economic
  • Student Learning
  • Performance Result