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

Authors

  • Lori Solsma Drake University
  • Joyce Njoroge Drake University
  • Geoffrey Bartlett Utah Valley University

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.

Author Biographies

Lori Solsma, Drake University

Associate Professor of Accounting College of Business & Public Administration

Joyce Njoroge, Drake University

Associate Professor of Accounting College of Business & Public Administration

Geoffrey Bartlett, Utah Valley University

Assistant Professor of Accounting Woodbury School of Business

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Published

2018-12-31

How to Cite

Solsma, L., Njoroge, J., & Bartlett, G. (2018). THE EFFICACY OF ONLINE HOMEWORK SYSTEMS IN INTRODUCTORY FINANCIAL AND MANAGERIAL ACCOUNTING COURSES. The Accounting Educators’ Journal, 28. Retrieved from https://www.aejournal.com/ojs/index.php/aej/article/view/416

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Articles