This paper reports on an experiment analysing the development of students' understanding of accounting concepts by comparing three different teaching strategies: a traditional tutorial (workshop), exposure to a commercial accounting package, and a control group. Findings indicate that integration of a commercially available accounting package into accounting curricula does not significantly enhance students' understanding of accounting concepts. As this experiment employed a randomised allocation of students to groups, a control group, and identical pre and posttests, these findings are robust to alternative explanations such as learning styles and motivation.
CITATION STYLE
O’Connell, B., Beaman, I., De Lange, P., & Smyrnios, K. (2003). An Experiment To Assess The Learning Benefits Of Employing Accounting Software In The Classroom. Review of Business Information Systems (RBIS), 7(1), 49–58. https://doi.org/10.19030/rbis.v7i1.4542
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