Evaluation of Teaching Techniques for Introductory Accounting Courses.
通过拉丁方设计，测试作业收集和测验对会计入门课程考试成绩的影响，发现所选教学技巧对成绩无显著影响。
Abstract ABSTRACT: This study tests the effect of homework collection and quizzes on exam scores. Expectancy theory as modified by Porter and Lawler [1968] suggests that performance (a student's exam score) is dependent upon effort, abilities and traits, and role perception (regarding the class). An accounting instructor is able to influence a student's effort through assigning different tasks (teaching techniques) which may include homework collection or quizzes. In this study, a Latin square design allows several teaching techniques to be tested in four accounting classes and controls for possible bias in exam scores resulting from time of class and exam difficulty. Additionally, GPA is used as a covariate. The results indicate that the selected teaching techniques do not significantly affect exam scores.