Abstract The objective of this study was to determine the effect of structured reviews on student exam scores in intermediate accounting. The purpose of a review is to have students review previously-taught material shortly before an exam. A structured review is defined as one in which the instructor controls the review and all pertinent topic areas (those areas that the student will be tested over) are covered. The reviews were conducted outside of class time. A theoretical model developed by Porter and Lawler 1968 provides a framework for analysis. A 2 × 2 research design was employed. The experimental treatment is the structured review and the control treatment is nonreview. The results suggest that reviews do make a difference in student exam scores in intermediate accounting. A post-experiment questionnaire administered to the students provides some insight as to the reasons why the students who were reviewed performed better than those who were not.
Richard L. Ott (Thu,) studied this question.