Document Type

Journal article

Source Publication

Issues in Accounting Education

Publication Date

5-1-2005

Volume

20

Issue

2

First Page

151

Last Page

165

Abstract

This study examines whether cooperative learning can improve the learning outcomes of students in a passive learning environment. One hundred seventy-two accounting students who were attending a major Hong Kong university participated in this study. Using a 2 x 2 between-subjects experimental design, this study finds that students who were taught using a cooperative learning approach significantly outperformed those who were taught using a traditional lecture format. Moreover, the results of this study indicate that the students in cooperative learning sessions performed significantly better in answering indirect application-type questions than those in traditional lecture sessions. Overall, the results of this experiment suggest that cooperative learning is an effective teaching pedagogy for delivering accounting topics in a passive learning environment. The implications of this study for accounting education and the directions for future research are also discussed.

DOI

10.2308/iace.2005.20.2.151

Print ISSN

07393172

E-ISSN

15587983

Publisher Statement

Copyright © 2005 American Accounting Association

Access to external full text or publisher's version may require subscription.

Full-text Version

Accepted Author Manuscript

Recommended Citation

Hwang, N. C., Richard, Lui, G., & Tong, Y. J. W. M. (2005). An empirical test of cooperative learning in a passive learning environment. Issues in Accounting Education, 20(2), 151-165. doi: 10.2308/iace.2005.20.2.151