Class length and student performance: An extended study
Many accounting educators believe that the student learning of accounting is better facilitated over a longer period of time, rather than a shorter period of time. This study examined the results of student performance in two introductory accounting courses, comparing student performance results of four-week summer classes with the results of traditional 16-week courses. In this research, the same professor taught the spring and summer ACC 201 courses, and two other professors taught both the spring and summer ACC 211 courses. Also held constant were the lecture material, course assignment, and test content. The results of the study indicate that in general, students taking introductory accounting over four weeks fare about as well as students who take introductory accounting over a traditional 16-week period. These results have potential importance beyond accounting education and provide support to universities offering more block courses to better serve individual student needs.
School of Accountancy
economic growth, extended study, international economic, student learning, performance result
Ewer, Sid, Olen Greer, Wilbur Bridges, and Barry Lewis. "Class length and student performance: An extended study." International Advances in Economic Research 8, no. 2 (2002): 160-168.