Citations (8)
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Agoestina Mappadang, Khusaini Khusaini, Melan Sinaga & Elizabeth Elizabeth. (2022) Academic interest determines the academic performance of undergraduate accounting students: Multinomial logit evidence. Cogent Business & Management 9:1.
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Lesley June Stainbank. (2022) Addressing the learning outcomes for professional skills using an integrated teaching strategy. Cogent Education 9:1.
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Heinrich Oosthuizen, Paul De Lange, Trevor Wilmshurst & Nicola Beatson. (2021) Teamwork in the accounting curriculum: stakeholder expectations, accounting students’ value proposition, and instructors’ guidance. Accounting Education 30:2, pages 131-158.
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Tara J. Shawver. (2020) An experimental study of cooperative learning in advanced financial accounting courses. Accounting Education 29:3, pages 247-262.
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Astrid Schmulian & Stephen A. Coetzee. (2019) Students’ experience of team assessment with immediate feedback in a large accounting class. Assessment & Evaluation in Higher Education 44:4, pages 516-532.
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Darlene Bay & Parunchana Pacharn. (2017) Impact of group exams in a graduate intermediate accounting class. Accounting Education 26:4, pages 316-334.
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Articles from other publishers (2)
Frederick R. Tejada, Dana R. Fasanella & Marwa Elfadaly. (2016) Students’ Opinions on Summative Team Assessments in a Three-Year Concentrated Pharmacy Curriculum. American Journal of Pharmaceutical Education 80:6, pages 103.
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Barbara Apostolou, Jack W. Dorminey, John M. Hassell & James E. Rebele. (2015) Accounting education literature review (2013–2014). Journal of Accounting Education 33:2, pages 69-127.
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