The Impact of Quizzes on Students Achievement in Accounting Examinations

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The Impact of Quizzes on Students Achievement in Accounting Examinations

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dc.contributor.author Ramadan, Sayel en_US
dc.date.accessioned 2009-11-25T12:43:37Z
dc.date.available 2009-11-25T12:43:37Z
dc.date.issued 1995 en_US
dc.identifier.citation Journal of Administrative Sciences and Economics, 1995, Vol. 6, Pages 127-140. en_US
dc.identifier.uri http://hdl.handle.net/10576/6923
dc.description.abstract This study examines the effect of quizzes on students' achievement in accounting examinations as measured by exam scores. Two groups of students (experimental group and control group) who were taking the cost accounting course (Administrative Science A.S. 441) during the first term (Fall) 1990/1991 were chosen for the study. The choice of this course was inevitable because it was the only course which consisted of two sections and taught by the researcher. Students who dropped or repeated the course were excluded. The experimental group (49 students) was given four quizzes during the term. These quizzes carried 15% of the total grade. The control group (22 students) was not given any quizzes. The results of the t-test indicate that students who have taken quizzes during the term did not perform significantly better than students who did not take quizzes. Possible explanations for this result are provided. en_US
dc.language.iso en en_US
dc.publisher Qatar University en_US
dc.subject Accountancy en_US
dc.title The Impact of Quizzes on Students Achievement in Accounting Examinations en_US
dc.type Article en_US
dc.identifier.pagination 127-140 en_US
dc.identifier.volume 6 en_US

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