THE EFFICACY OF ONLINE HOMEWORK SYSTEMS IN INTRODUCTORY FINANCIAL AND MANAGERIAL ACCOUNTING COURSES

Lori Solsma, Joyce Njoroge, Geoffrey Bartlett

Abstract


We examine the efficacy of online homework systems (OHS) for 421 accounting students in the introductory financial and managerial accounting courses. The purpose of the paper is to extend prior research by examining OHS efficacy differences between the two introductory accounting courses and the impact that OHS have on knowledge retention. A multivariate analysis of covariance (MANCOVA) was performed to test the research questions. The findings indicate that there is a positive performance difference on quizzes and the final exam for students using the paper/pencil method of completing homework versus an OHS. Performance differences are also greater in the managerial accounting course than in the financial accounting course. Further, our results suggest that knowledge retention is greater for students that use a paper/pencil method of completing homework than for students that use an OHS.

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