Supplemental instruction in intermediate accounting: An intervention strategy to improve student performance

Research output: Chapter in Book/Report/Conference proceedingChapter

3 Scopus citations

Abstract

The primary objective of this study is to assess the effectiveness of supplemental instruction (SI) as an intervention strategy to improve student performance in the first intermediate accounting course. We perform analysis of covariance to evaluate the effect of SI attendance on course grades, after controlling for variables that have been found significant in prior research as grade determinants (cumulative incoming grade point average (GPA), financial principles grade, and whether the principles course was taken at a university or community college). Results indicate that SI attendance had a significant effect on the first intermediate course grade, with an improvement in course GPA of 0.74 for students who attended five or more SI sessions over those students who did not attend any sessions. Even moderate attendance (three to four SI sessions) showed a marginally significant improvement in course GPA of 0.41 compared with no attendance.

Original languageEnglish (US)
Title of host publicationAdvances in Accounting Education: Teaching and Curriculum Innovations
Pages153-169
Number of pages17
Volume14
DOIs
StatePublished - 2013

Publication series

NameAdvances in Accounting Education: Teaching and Curriculum Innovations
Volume14
ISSN (Print)10854622

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Keywords

  • Intermediate accounting
  • Student performance
  • Student success
  • Supplemental instruction

ASJC Scopus subject areas

  • Business and International Management
  • Education

Cite this

Kilpatrick, B. G., Savage, K. S., & Wilburn, N. L. (2013). Supplemental instruction in intermediate accounting: An intervention strategy to improve student performance. In Advances in Accounting Education: Teaching and Curriculum Innovations (Vol. 14, pp. 153-169). (Advances in Accounting Education: Teaching and Curriculum Innovations; Vol. 14). https://doi.org/10.1108/S1085-4622(2013)0000014013