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Abstract Because the training of students in critical thinking, analytic skills, and problem solving has become a top education priority in recent years, this study investigates the effects of span of classroom contact and homework completed on students' performance in a management accounting course. Three measures of a student's performance were investigated: the total points earned on all four exams, total points earned on exam multiple-choice questions, and total points earned on exam problems. After controlling for intelligence, sex, and major, this study found a significant main effect for class length when the total exam points earned and the points earned on exam problems were analyzed. However, this main effect was no longer significant when the points earned on multiple-choice questions were examined. As expected, there were significant main effects for intelligence and major across all three performance measures.
Rayburn et al. (Thu,) studied this question.