Abstract
This article addresses the effectiveness of teaching engineering students basic accounting using computer -based tutorials versus traditional methods. In a previous study the authors surveyed 147 engineering students to address the issue. The purpose of this study is to test their model on a larger sample of students from a wider cross section of years. By studying the topic over a larger time continuum, validation of the earlier research was attempted with the hope of developing more robust and generalizable conclusions and recommendations. This continued research was conducted to evaluate the gain in a student's knowledge of basic accounting via a set of pre- and post-tests. The study compared student's test scores using computer-mediated accounting tutorials with those of students who received traditional lectures and computer assistance in the same topic. All students sampled were undergraduate engineering students taking a required Engineering Economy core course that contained accounting computer tutorials. It was anticipated that both processes would be satisfactory instructional methods and yield similar educational results. The results of the research confirmed that there is no statistically significant difference between the two methods. This study concludes that computer based tutorials are effective in teaching basic accounting. In addition, the student use of computer-mediated tutorials in a lab context could be substituted for traditional lectures with an instructor without impacting what a student learns - at least for teaching engineering cost accounting fundamentals.
Original language | English |
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Pages (from-to) | 6333-6340 |
Number of pages | 8 |
Journal | ASEE Annual Conference Proceedings |
State | Published - 2003 |
Event | 2003 ASEE Annual Conference and Exposition: Staying in Tune with Engineering Education - Nashville, TN, United States Duration: 22 Jun 2003 → 25 Jun 2003 |