An empirical analysis of the interactive effects between the individual characteristics of the learner and the method of instruction--lecture or computer-assisted--on student achievement in elementary accounting

Date

1986-05

Journal Title

Journal ISSN

Volume Title

Publisher

Texas Tech University

Abstract

The two objectives of this empirical study were (1) to determine if students with certain characteristics (i.e., personality traits, learning abilities, aptitude, and attitudes) performed better in elementary accounting if instructed in one of two methods of instruction-- computer-assisted instruction (CAI) or lecture, and (2) to determine if the personality traits and learning abilities of the instructor interact with those of the student to affect student performance.

Two groups of students were used in an experiment. The control group was instructed using the lecture method and the experimental group was instructed using CAI, Personality, learning ability, aptitude, and attitude measurements were collected from the students during the three-and-one-half-week, experimental period. An exam was administered after the experimental period. Regression analysis was the major statistical test employed.

The results suggest that students with specific characteristics do tend to perform better when instructed in one method (CAI) or the other (lecture). However, there was not enough evidence to conclude that the instructor's personality traits and learning abilities interacted with those of the student to affect student performance.

Description

Keywords

Accounting -- Study and teaching, Texas Tech University, Computer-assisted instruction, Students -- Texas -- Lubbock -- Accounting, Students -- Texas -- Lubbock -- Attitudes, Personality

Citation