Using in-class group assignments to improve low-achieving students’ performance in an introductory accounting course

References

• Accounting Education Change Commission. (1992). The first course in accounting: Position statement No. Two. Issues in Accounting Education, 7(2), 249–251.
   Google Scholar
• Akindayomi, A. (2015). Customized assessment group initiative: A complementary approach to students’ learning. Accounting Education, 24(2), 102–122. https://doi.org/10.1080/09639284.2015.1015148
   Web of Science ®Google Scholar
• Albanese, R., & Van Fleet, D. D. (1985). Rational behavior in groups: The free-riding tendency. The Academy of Management Review, 10(2), 244–255. https://doi.org/10.2307/257966
   Web of Science ®Google Scholar
• American Institute of Certified Public Accountants. The AICPA Pre-certification Core Competency Framework. (2018). https://www.aicpa.org/interestareas/accountingeducation/resources/corecompetency.html
   Google Scholar
• Apostolou, B., Dorminey, J. W., Hassell, J. M., & Hickey, A. (2019). Accounting education literature review (2018). Journal of Accounting Education, 47, 1–27. https://doi.org/10.1016/j.jaccedu.2019.02.001
   Google Scholar
• Arthur, N., & Everaert, P. (2012). Gender and performance in accounting examinations: Exploring the impact of examination format. Accounting Education, 21(5), 471–487. https://doi.org/10.1080/09639284.2011.650447
   Google Scholar
• Babcock, P., & Marks, M. (2011). The falling time cost of college: Evidence from half a century of time use data. Review of Economics and Statistics, 93(2), 468–478. https://doi.org/10.1162/REST_a_00093
   Web of Science ®Google Scholar
• Barr, T. F., Dixon, A. L., & Gassenheimer, J. B. (2005). Exploring the “lone wolf” phenomenon in student teams. Journal of Marketing Education, 27(1), 81–90. https://doi.org/10.1177/0273475304273459
   Google Scholar
• Becker, L. L. (2013). Self-regulated learning interventions in the introductory accounting course: An empirical study. Issues in Accounting Education, 28(3), 435–460. https://doi.org/10.2308/iace-50444
   Google Scholar
• Bonner, P. (2010). New pathways to accounting excellence: New commission's chair reflects on tasks ahead. Journal of Accountancy, 210(4), 56–59.
   Google Scholar
• Braun, K. W., & Sellers, R. D. (2012). Using a “daily motivational quiz” to increase student preparation, attendance, and participation. Issues in Accounting Education, 27(1), 267–279. https://doi.org/10.2308/iace-10219
   Google Scholar
• Brown, A. L., & Palincsar, A. S. (2018). Guided, cooperative learning and individual knowledge acquisition. In L. Resnick (Ed.), Knowing, learning, and instruction (pp. 393–451). Routledge.
   Google Scholar
• Chen, C. C., Jones, K. T., & McIntyre, D. D. (2004). The first course. CPA Journal, 74(3), 64–67.
   Google Scholar
• Christensen, J., Harrison, J. L., Hollindale, J., & Wood, K. (2019). Implementing team-based learning (TBL) in accounting courses. Accounting Education, 28(2), 195–219. https://doi.org/10.1080/09639284.2018.1535986
   Web of Science ®Google Scholar
• Clinton, B. D., & Kohlmeyer IIIJ. M. (2005). The effects of group quizzes on performance and motivation to learn: Two experiments in cooperative learning. Journal of Accounting Education, 23(2), 96–116. https://doi.org/10.1016/j.jaccedu.2005.06.001
   Google Scholar
• Cote, J., & Latham, C. K. (2016). Peer-to-peer implementation of an action-oriented ethics framework in the introductory accounting sequence. Advances in Accounting Education, 19, 89–123. https://doi.org/10.1108/S1085-462220160000019004
   Google Scholar
• Debevec, K., Shih, M. Y., & Kashyap, V. (2006). Learning strategies and performance in a technology integrated classroom. Journal of Research on Technology in Education, 38(3), 293–307. https://doi.org/10.1080/15391523.2006.10782461
   Google Scholar
• Downen, T., & Hyde, B. (2016). Flipping the managerial accounting principles course: Effects on student performance, evaluation, and attendance. Advances in Accounting Education, 19, 61–87. https://doi.org/10.1108/S1085-462220160000019003
   Google Scholar
• Einig, S. (2013). Supporting students’ learning: The use of formative online assessments. Accounting Education, 22(5), 425–444. https://doi.org/10.1080/09639284.2013.803868
   Google Scholar
• Engle, J., & Tinto, V. (2008). Moving beyond access: College success for low-income, first-generation students. Pell Institute for the Study of Opportunity in Higher Education.
   Google Scholar
• Etter, E. R., Burmeister, S. L., & Elder, R. J. (2000). Improving student performance and retention via supplemental instruction. Journal of Accounting Education, 18(4), 355–368. https://doi.org/10.1016/S0748-5751(01)00006-9
   Google Scholar
• Fox, A., & Stevenson, L. (2006). Exploring the effectiveness of peer mentoring of accounting and finance students in higher education. Accounting Education, 15(2), 189–202. https://doi.org/10.1080/06939280600595145
   Google Scholar
• Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
   PubMed Web of Science ®Google Scholar
• Froman, A. J. (2001). Understanding the students’ experiences in the first accounting course (Doctoral dissertation, Colorado State University).
   Google Scholar
• Gracia, L., & Jenkins, E. (2003). A quantitative exploration of student performance on an undergraduate accounting programme of study. Accounting Education, 12(1), 15–32. https://doi.org/10.1080/0963928032000049375
   Google Scholar
• Grebennikov, L., & Shah, M. (2012). Investigating attrition trendsin order to improvestudent retention. Quality Assurance in Education, 20(3), 223–236. https://doi.org/10.1108/09684881211240295
   Google Scholar
• Haak, D. C., HilleRisLambers, J., Pitre, E., & Freeman, S. (2011). Increased structure and active learning reduce the achievement gap in introductory biology. Science, 332(6034), 1213–1216. https://doi.org/10.1126/science.1204820
   PubMed Web of Science ®Google Scholar
• Hicks, T. (2005). Assessing the academic, personal and social experiences of Pre-college students. Journal of College Admission, 186, 19–24.
   Google Scholar
• Huber, M., Law, D., & Khallaf, A. (2017). Active learning innovations in introductory financial accounting. Advances in Accounting Education, 21, 123–166. https://doi.org/10.1108/s1085-462220170000021005
   Google Scholar
• Johnson, D. W., & Johnson, R. T. (1987). Learning together and alone: Cooperative, competitive, and individualistic learning. Prentice-Hall, Inc.
   Google Scholar
• Jones, J. P. (2013). The impact of the supplemental instruction leader on student performance in introductory accounting. American Journal of Business Education, 6(2), 247–254. https://doi.org/10.19030/ajbe.v6i2.7690
   Google Scholar
• Jones, J. P., & Fields, K. T. (2001). The role of supplemental instruction in the first accounting course. Issues in Accounting Education, 16(4), 531–547. https://doi.org/10.2308/iace.2001.16.4.531
   Google Scholar
• Kaminski, K. A., Golemon, D. L., & McEacharn, E. M. (2020). The switch: A study of promoting introductory managerial accounting as the first accounting course for business and non-business majors. Accounting Educators’ Journal, 30, 173–200.
   Google Scholar
• Kealey, B. T., Holland, J., & Watson, M. (2005). Preliminary evidence on the association between critical thinking and performance in principles of accounting. Issues in Accounting Education, 20(1), 33–49. https://doi.org/10.2308/iace.2005.20.1.33
   Google Scholar
• Kern, B. B. (2002). Enhancing accounting students’ problem-solving skills: The use of a hands-on conceptual model in an active learning environment. Accounting Education, 11(3), 235–256. https://doi.org/10.1080/09639280210141680
   Google Scholar
• Koh, M. Y., & Koh, H. C. (1999). The determinants of performance in an accountancy degree programme. Accounting Education, 8(1), 13–29. https://doi.org/10.1080/096392899331017
   Google Scholar
• Leatherman, C. (2000). Despite their gripes, professors are generally pleased with careers, poll finds. Chronicle of Higher Education, 46(26), A19.
   Google Scholar
• Lowe, H., & Cook, A. (2003). Mind the gap: Are students prepared for higher education? Journal of Further and Higher Education, 27(1), 53–76. https://doi.org/10.1080/03098770305629
   Google Scholar
• Massoudi, D., Koh, S., Hancock, P. J., & Fung, L. (2017). The effectiveness of usage of online multiple choice questions on student performance in introductory accounting. Issues in Accounting Education, 32(4), 1–17. https://doi.org/10.2308/iace-51722
   Web of Science ®Google Scholar
• Opdecam, E., & Everaert, P. (2012). Improving student satisfaction in a first-year undergraduate accounting course by team learning. Issues in Accounting Education, 27(1), 53–82. https://doi.org/10.2308/iace-10217
   Google Scholar
• Phillips, J. F. (2015). Accounting majors finish first: Results of a five-year study of performance in introductory accounting. Accounting Educators’ Journal, 25, 25–38.
   Google Scholar
• Prinsloo, P., Müller, H., & Du Plessis, A. (2010). Raising awareness of the risk of failure in first-year accounting students. Accounting Education, 19(1-2), 203–218. https://doi.org/10.1080/09639280802618130
   Google Scholar
• Ramadan, S., & Quraan, A. (1994). Determinants of students’ performance in introductory accounting courses. Journal of King Saud University, 6(2), 65–80.
   Google Scholar
• Rocca, A. K. (2003). Student attendance: A comprehensive literature review. Journal on Excellence in College Teaching, 14(1), 85–107.
   Google Scholar
• Salinitri, G. (2005). The effects of formal mentoring on the retention rates for first-year, low achieving students. Canadian Journal of Education / Revue Canadienne de L'éducation, 28(4), 853–873. https://doi.org/10.2307/4126458
   Google Scholar
• Slavin, R. E. (1989). Research on cooperative learning: An international perspective. Scandinavian Journal of Educational Research, 33(4), 231–243. https://doi.org/10.1080/0031383890330401
   Google Scholar
• Spiceland, C. P., Spiceland, J. D., & Schaeffer IIIS. J. (2015). Using a course redesign to address retention and performance issues in introductory accounting. Journal of Accounting Education, 33(1), 50–68. https://doi.org/10.1016/j.jaccedu.2014.12.001
   Google Scholar
• Tan, L. M., & Laswad, F. (2015). Academic performance in introductory accounting: Do learning styles matter? Accounting Education, 24(5), 383–402. https://doi.org/10.1080/09639284.2015.1075315
   Web of Science ®Google Scholar
• Tinto, V. (2012). Completing college: Rethinking institutional action. University of Chicago Press.
   Google Scholar
• Turner, K. G., Lesseig, V. P., & FulmerJr.J. G. (2006). Motivation in the first accounting course. CPA Journal, 76(5), 66–69.
   Google Scholar
• Tyson, T. (1989). Grade performance in introductory accounting courses: Why female students outperform male students. Issues in Accounting Education, 4(1), 153–159.
   Google Scholar
• University System of Georgia. (n.d.). University System of Georgia and Gateways to Completion. https://www.usg.edu/strategic_academic_initiatives/gateways
   Google Scholar
• Williams, B., Horner, C., & Allen, S. (2019). Flipped vs traditional teaching perspectives in a first year accounting unit: An action research study. Accounting Education, 28(4), 333–352. https://doi.org/10.1080/09639284.2019.1609536
   Web of Science ®Google Scholar
• Xiang, M. (2016). Improving the quality of learning in accounting through advice and learning experiences from former students. Advances in Accounting Education, 18, 1–22. https://doi.org/10.1108/S1085-462220160000018001
   Google Scholar
• Xiang, M., & Yu, T. R. (2018). Impact of family related factors on students’ learning performance in the first post-secondary accounting course. Accounting Educators’ Journal, 28, 139–158.
   Google Scholar