Hossein Nouri
College of New Jersey
B. Douglas Clinton
Northern Illinois University
Abstract: The purpose of this study is to examine the effects of gender, use of imagery, and presentation mode on student attitudes toward class presentations and the instructor in an accounting context. Prior research is presented to conjecture that many different possibilities exist regarding main effects, complex interactions, and their interpretations among these variables.
Moderated regression analysis using contingency hypotheses is used to provide evidence regarding how presentation mode (PowerPoint or non-PowerPoint) affects student attitudes toward both presentations and the instructor differently by gender. Results show that female students with a greater use of imagery in learning tended to report less positive attitudes than male students toward presentations and toward the instructor. However, where PowerPoint presentations were used, they reported attitudes that were more positive than males in non-PowerPoint sections.
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