Student Aptitude and Student Performance With the Case Study Method in College Level Introductory Accounting

Results of the study indicated there was no relationship between student aptitude, as measured by ACT scores and high school accounting, and overall performance using the case method. Evidence from scores on the preliminary solutions to the cases, coupled with achievement gains after instructor intervention, suggested that learning with the case method was instructor dependent. Low scores on the final solutions to the cases, together with evidence from key informant interviews, suggested that students were unable to master technical content using the case method. Both the statistical results and key informant interviews confirmed that students experienced difficulties in the introductory accounting course when using the case method.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Feller, Anita Louise

Contributors dc:contributor

• Nelson, Robert E.

• Education, Higher

Language dc:language

eng

Identifier

(MiAaPQ)AAI9904452

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/80250