Efectividad del aprendizaje cooperativo en contabilidaduna contrastación empírica

  1. Delgado Hurtado, María del Mar
  2. Castrillo Lara, Luis Ángel
Revista:
Revista de contabilidad = Spanish accounting review: [RC-SAR]

ISSN: 1138-4891

Ano de publicación: 2015

Volume: 18

Número: 2

Páxinas: 138-147

Tipo: Artigo

DOI: 10.1016/J.RCSAR.2014.05.003 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

Outras publicacións en: Revista de contabilidad = Spanish accounting review: [RC-SAR]

Resumo

This study tests one of the positive aspects regarding cooperative learning: to improve learning outcomes of students. To do this, a quasi-experiment was conducted to compare the performance of students who were taught using a cooperative learning approach with the performance of students who were taught using a traditional lecture format. The results of the Analysis of Covariance (ANCOVA), after controlling for age, gender,the overall GPA, student� attendance,the number of hours dedicated to homework and motivation, revealthat students in cooperative learning sessions performed significantly better than those in traditional sessions. This study also explores the effectiveness of using cooperative learning at different levels of knowledge within Bloom�s taxonomy (1956). The findings show significant performance differences at the application and analysis level, but no performance differences at the knowledge and comprehension level. This research contributes to the literature of cooperative learning in accounting by providing additional evidence on the effectiveness of this methodology. This study is the first investigation to take into account the number of hours dedicated to homework and motivation as covariates

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