A Comparison of Profiles of Success in Two Instructional Methods

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The problem of this study was to isolate predictors of academic success in both self-paced classes and lecture classes in Introductory Accounting. The purposes of the study were to determine if learning style, locus of control, reading ability, age, sex, accounting work experience, and prior accounting academic experience are predictors of success in Introductory Accounting classes taught using self-paced methods of instruction and lecture methods of instruction. Another purpose was to determine if there is a difference in the set of predictors of success in the two instructional methods and to provide some direction as to determinants of success which ... continued below

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vi, 87 leaves: ill.

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Williams, John David, 1948- August 1987.

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  • Williams, John David, 1948-

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Description

The problem of this study was to isolate predictors of academic success in both self-paced classes and lecture classes in Introductory Accounting. The purposes of the study were to determine if learning style, locus of control, reading ability, age, sex, accounting work experience, and prior accounting academic experience are predictors of success in Introductory Accounting classes taught using self-paced methods of instruction and lecture methods of instruction. Another purpose was to determine if there is a difference in the set of predictors of success in the two instructional methods and to provide some direction as to determinants of success which may be addressed by counselors in advising students.
The data were collected from 463 students at a suburban community college in the Southwest. Each of the variables was analyzed by a stepwise multiple regression analysis and a backward elimination regression for students grouped according to instructional method. A two-way multivariate analysis of variance was used to examine whether the distribution of scores on the potential predictor variables were equivalent for students in the two teaching methods and for successful completers of the course and noncompleters.
Consideration of the data findings of this study permitted the following conclusions:
1. Age and reading ability have a positive relationship to academic success in an Introductory Accounting course taught in a lecture format.
2. Concrete learning style, as measured by the Learning Style Inventory, age, reading ability, and accounting work experience have a positive relationship to success in an Introductory Accounting course taught in a self-paced format.
3. Age, reading ability, accounting work experience, and a concrete learning style have a positive relationship to academic success in Accounting courses taught using either method.
4. There is a difference in the set of predictors of success for Accounting classes taught using the two instructional methods.
5. There are differences between completers and noncompleters of courses regardless of instructional method.

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vi, 87 leaves: ill.

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  • August 1987

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  • Aug. 22, 2014, 6 p.m.

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  • March 22, 2016, 11:52 a.m.

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Williams, John David, 1948-. A Comparison of Profiles of Success in Two Instructional Methods, dissertation, August 1987; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc331178/: accessed August 21, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .