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This study was conducted to gather empirical evidence to support anecdotal impressions that the incorporation of a specific simulation into accounting pedagogy would positively impact accounting higher education. The study was designed to further determine if the use of a simulation is a more effective method of teaching accounting principles than traditional teaching methodology. The purpose of this study was to determine whether the inclusion of a particular accounting simulation into an undergraduate accounting course would improve student performance (i.e., course examination grades) and perceptions about accounting (e.g,. as a major, teacher quality, classroom interactions, and overall satisfaction with the introductory course).