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Abstract

This study empirically examines the effect of an article teaching approach on student test scores. In a between subjects design, 40 students learned introductory budgeting concepts under all active approach, and 42 were presented the same material via lecture. Test scores reveal that students in the active condition performed better than the lecture group test questions were essays involving synthesis of concepts. When tested for acquisition of factual knowledge using multiple choice questions, the two groups did not differ. The study extends the existing literature in two ways. First, it tests an active teaching approach which is a blend of techniques which have been previously tested individually. Secondly, by including test questions ranging from factual to conceptual, the study examines the level at which active learning begins to have an advantage over lecture.

Volume

1

Issue

1

First Page

218

Last Page

227

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© Fort Hays State University

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