The Differential Effects of Experiential Learning Activities and Traditional Lecture Classes in Accounting

Abstract

This study examines the effects of an experiential learning exercise used in an undergraduate accounting class and compares the results to those attained when the traditional lecture method was used in another class. The results, as measured by quizzes administered to both classes, were analyzed to compare students' knowledge of concepts directly after the learning activities and at a date 6 weeks after the learning activities. Inquiry also was made as to any differences between the two classes in long-term retention of knowledge. In addition, the study was designed to examine any differences in learning of specific concepts versus general concepts with regard to each of the primary research questions. Three covariates were included in the study: students' grades in Accounting Principles I, students' college GPAs, and students' total SAT scores. Results revealed no significant differences in short-term learning between the two classes; however, the experiential class experienced no significant difference in quiz scores over time, while there was a significant decrease in the scores of the lecture class over a 6-week period. These findings indicate that the key difference in the two learning methods is the students' retention of the concepts over time.