The Use of a Fundamental Practice Set in Intermediate Accounting.

Abstract The purpose of this study is to determine If doing a fundamental practice set at the beginning of the first intermediate accounting course has an effect on student exam scores. A fundamental practice set is defined as one In which the main objective Is to review material previously taught in an Introductory financial accounting course. A theoretical model developed by Porter and Lawler 1968 provides a framework for the analysis, and a 3 × 2 × 3 research design was employed. Analysis of covariance, with grade point average (GPA) as the covariate, was used to test for treatment effects, instructor/time effects, and preknowledge effects. Three treatment groups were used in the analysis: a noncontrolled-practice-set (NCPS) group, a controlled-practiceset (CPS) group, and a nonpractice-set (NPS) group. The CPS group reported to a lab during designated hours to complete their practice sets. The NCPS group completed the practice sets on their own time and at their own pace. The NPS group did not prepare practice sets. The results indicate that the use of a fundamental practice set in Intermediate accounting does not improve exam scores. Student preknowledge of the course material and the Instructor/time variable had a greater Impact on exam scores than the treatments.