東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

The effect of prior knowledge and fe...

Campbell, Donald P.

Linked to FindBook

Google Book

Amazon

博客來

The effect of prior knowledge and feedback type design on student achievement and satisfaction in introductory accounting.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The effect of prior knowledge and feedback type design on student achievement and satisfaction in introductory accounting./
Author:	Campbell, Donald P.
Description:	196 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
Contained By:	Dissertation Abstracts International74-11A(E).
Subject:	Education, Instructional Design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3572140
ISBN:	9781303303685

The effect of prior knowledge and feedback type design on student achievement and satisfaction in introductory accounting.
Campbell, Donald P.

The effect of prior knowledge and feedback type design on student achievement and satisfaction in introductory accounting. - 196 p.

Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.

Thesis (Ph.D.)--Idaho State University, 2013.

This study investigated the effect of student prior knowledge and feedback type on student achievement and satisfaction in an introductory managerial accounting course using computer-based formative assessment tools. The study involved a redesign of the existing Job Order Costing unit using the ADDIE model of instructional design. The instructional strategy of feedback was designed into existing assignments and new formative assessments. Assignments and feedback were delivered using an online computer-based tool.

ISBN: 9781303303685Subjects--Topical Terms:

1669073
Education, Instructional Design.

The effect of prior knowledge and feedback type design on student achievement and satisfaction in introductory accounting.
LDR:02929nam a2200325 4500 001 1968999
005 20141219110811.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303303685
035 $a (MiAaPQ)AAI3572140
035 $a AAI3572140
040 $a MiAaPQ $c MiAaPQ
100 1 $a Campbell, Donald P. $3 2106248
245 1 4 $a The effect of prior knowledge and feedback type design on student achievement and satisfaction in introductory accounting.
300 $a 196 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
500 $a Adviser: David Coffland.
502 $a Thesis (Ph.D.)--Idaho State University, 2013.
520 $a This study investigated the effect of student prior knowledge and feedback type on student achievement and satisfaction in an introductory managerial accounting course using computer-based formative assessment tools. The study involved a redesign of the existing Job Order Costing unit using the ADDIE model of instructional design. The instructional strategy of feedback was designed into existing assignments and new formative assessments. Assignments and feedback were delivered using an online computer-based tool.
520 $a Three feedback type conditions, (a) knowledge of response (KOR), (b) knowledge of correct response (KCR), and (c) elaborative, were analyzed with two prior knowledge levels, (a) high and (b) low, to form six experimental conditions. Prior knowledge was determined using a pretest given at the beginning of the study. Students were assigned to the two prior knowledge groups using a median split. Students were then randomly assigned to one of the three feedback type conditions, forming the six groups. Achievement was measured using a unit exam. Student satisfaction was measured using a survey at the end of the unit.
520 $a The results of the study indicated student achievement was not statistically affected by feedback type or an interaction of feedback type and prior knowledge. However, the study did confirm achievement was affected by prior knowledge level. The results also showed a statistically significant main effect for feedback type on student satisfaction. Students were statistically more satisfied when receiving elaborative feedback than when receiving KOR feedback regardless of prior knowledge level. Additionally, an interaction effect of prior knowledge and feedback type on student satisfaction was found to be statistically significant. Students with high prior knowledge receiving elaborative feedback were significantly more satisfied than students with low prior knowledge receiving KOR feedback.
590 $a School code: 0320.
650 4 $a Education, Instructional Design. $3 1669073
650 4 $a Education, Technology of. $3 1018012
650 4 $a Business Administration, Accounting. $3 1020666
650 4 $a Education, Business. $3 1017515
690 $a 0447
690 $a 0710
690 $a 0272
690 $a 0688
710 2 $a Idaho State University. $b Educational Leadership and Instructional design. $3 2106249
773 0 $t Dissertation Abstracts International $g 74-11A(E).
790 $a 0320
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3572140