Issues in Accounting Education
American Accounting Association
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.
Copyright © 2005 American Accounting Association
Access to external full text or publisher's version may require subscription.
Accepted Author Manuscript
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