Abstract The purpose of this study was to determine the effect of a different pedagogical format on the performance of MBA students in graduate accounting courses. The control group consisted of students enrolled in courses that met once per week for the length of the term, The experimental group was a sample drawn from students enrolled in courses that combined directed independent study with two intensive weekend classes scheduled on the third and sixth weekends of courses taught in six-week periods. The results of this study indicate that the format in which MBA accounting courses are taught has no statistical effect upon the level of retention of course material or the amount of knowledge gained as a result of taking the course. Factors such as undergraduate major and measures of scholastic ability affected student retention and ability to apply accounting principles.
Ault et al. (Tue,) studied this question.