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dc.contributor.authorHosal-Akman, N.en_US
dc.contributor.authorSimga-Mugan, C.en_US
dc.date.accessioned2016-02-08T09:57:32Z
dc.date.available2016-02-08T09:57:32Z
dc.date.issued2010en_US
dc.identifier.issn1470-3297
dc.identifier.urihttp://hdl.handle.net/11693/22250
dc.description.abstractThis study explores the effect of teaching methods on the academic performance of students in accounting courses. The study was carried out over two semesters at a well-known university in Turkey in principles of financial accounting and managerial accounting courses. Students enrolled in the courses were assigned to treatment and control groups. Treatment group students solved assigned problems or cases in groups in class, while in the control group the instructor lectured on and solved the problems and cases. The results of the study show that there was no significant difference in the academic performance of the treatment and control group students in either course.en_US
dc.language.isoEnglishen_US
dc.source.titleInnovations in Education and Teaching Internationalen_US
dc.relation.isversionofhttp://dx.doi.org/10.1080/14703297.2010.498176en_US
dc.subjectAccounting educationen_US
dc.subjectActive learningen_US
dc.subjectCooperative learningen_US
dc.titleAn assessment of the effects of teaching methods on academic performance of students in accounting coursesen_US
dc.typeArticleen_US
dc.departmentFaculty of Business Administrationen_US
dc.citation.spage251en_US
dc.citation.epage260en_US
dc.citation.volumeNumber47en_US
dc.citation.issueNumber3en_US
dc.identifier.doi10.1080/14703297.2010.498176en_US
dc.publisherRoutledgeen_US


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