B Douglas Clinton
Northern Illinois University
James M Kohlmeyer, III
East Carolina University
Abstract: The purpose of this study is to investigate the effect of group quizzes on performance and motivation to learn of accounting students. While cooperative learning in accounting education has been studied in recent years, the effects on student performance have been mixed (Lancaster and Strand, 2001; Ravenscroft et al, 1999). Thus, two studies were conducted (one using an experimental design and the other using a quasi-experimental design) that examined student performance and motivation to learn. Using a series of group quizzes in a 1 by 3 factorial design, the first experiment examined the performance of both (1) long-term groups versus ad hoc groups and (2) self-selected groups versus instructor assigned groups. The second study used a quasi-experimental design to examine the performance and motivation to learn of students who took the series of group quizzes in the first experiment versus students in identical classes in a prior semester who did not take group quizzes. Findings revealed no performance differences across conditions in either the first or second studies. However, student subjects in the first experiment (using group quizzes) reported a significantly greater motivation to learn and perception of learning than those in the second study (not using group quizzes). In their student evaluations students significantly rated the instructor higher in several areas including his overall performance in teaching the cooperative learning class as compared to the non-cooperative learning class.
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