Does Technology Make a Difference in Student Success in an Accounting Classroom?

Cindy Greenman^1, and Karuri Mwangi¹

¹Business Administration, Embry-Riddle Aeronautical University, Prescott, Arizona

Cite this paper:
Cindy Greenman and Karuri Mwangi. Does Technology Make a Difference in Student Success in an Accounting Classroom?. American Journal of Educational Research. 2015; 3(9):1138-1141. doi: 10.12691/education-3-9-11

Abstract

This study compares the academic success of students enrolled in two separate sections of an introductory accounting course. One course taught in a tradition classroom with little technology assistance and the other with a much greater amount of technology available to the students. The goal of this quantitative research was the investigation of a relationship existing between the amount of technology used in the accounting classroom and the success of the students as shown through the scores on their assignments, quizzes and tests. Sixty six students from various degree programs from a private university in the Southwest enrolled in 2 separate sections of a beginning accounting course. There were 31 participants in the morning section and 35 participants in the afternoon section. Both classes utilized the same textbook, the same online homework and quiz requirements, and had access to the class website on the university’s learning management system. Findings showed there is statistical significance at the .05 level, between the traditional classroom and the advanced technology classroom in some areas. The Standard classroom scored significantly higher in the average test, quiz, and midterm exam scores; while the advanced technology classroom scored significantly higher in the percentage of homework completed and the percentage of extra credit completed. There was no significant difference in the average final exam grade, the percentage of attendance, or the overall final score in the class.

Keywords:
technology education accounting classroom

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