Comparative results show effect of teaching methods in mass-lecture and smaller sections, indicating implications for student learning outcomes.
Presents comparative results of teaching introductory financial accounting in mass-lecture sections of 420 by a permanent faculty member versus sections of 55 to 60 taught by doctoral students. Background on the financial accounting enrollment; Lectures the Arizona State University; Issues concerning enrollment; Effects of teaching introductory financial accounting.
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Bruce A. Baldwin (1993) studied this question.
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