Empirical Evidence Regarding the Relationship between the Computerized Classroom and Student Performance in Introductory Accounting

Abstract

Given the increasing use of technology in the classroom, both here and abroad, this paper addresses how the use of technology in the classroom affects student performance. We address this issue by reporting results from a quasi-experiment where student learning is compared in two different classroom settings—a “smart†classroom and a completely “computerized†classroom . Students in the “smart†classroom used pen and paper for classroom activities (in-class assignments, a group project, and in-class exams) and only had access to computers outside the classroom to complete homework assignments; whereas, students in the “computerized†classroom used the computer for all activities during each classroom meeting. Mean scores on all activities (in-class assignments, a group project, homework assignments, and in-class exams) for both groups were compared (co-varied for GPA) to measure the relationship between the learning environment (pen-and-paper vs. computerized) and student performance in an introductory financial accounting class. We found that students in the computerized classroom scored significantly higher on homework and tests, but not on in-class assignments or the group project. We attribute these varied results to the enhanced active learning environment due to the computerized setting. These findings can be used to help accounting programs assess which types of assignments are enhanced by technology.