The Effect of Team-Based Active Learning and Embedded Tutors in the First Course in Accounting

Authors

  • Sudha Krishnan California State University, Long Beach
  • Sabrina Landa California State University, Long Beach
  • Ping Lin California State University, Long Beach
  • Jasmine Yur-Austin California State University, Long Beach

DOI:

https://doi.org/10.33423/jhetp.v23i6.5964

Keywords:

higher education, active learning, embedded tutor, first accounting course

Abstract

We evaluate the impact of teams-based active learning mode on student performance in the first course in accounting as compared to a traditional instructor-led passive mode. We find positive results for active learning mode, indicating its impact on the long-term knowledge retention. We also test the effect of embedded (in-class) peer-to-peer tutors in the active learning mode. The averages of all three exams of sections with embedded tutors are all significantly higher than those with no embedded tutors. When controlled for the time spent with traditional outside tutors, the role of the embedded tutors remains significant in Exam 1 and 2.

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Published

2023-04-11

How to Cite

Krishnan, S., Landa, S., Lin, P., & Yur-Austin, J. (2023). The Effect of Team-Based Active Learning and Embedded Tutors in the First Course in Accounting. Journal of Higher Education Theory and Practice, 23(6). https://doi.org/10.33423/jhetp.v23i6.5964

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Section

Articles