Study Choices by Introductory Accounting Students: Those Who Study More Do Better and Text Readers Outperform Video Watchers

We find that students who study more material earn higher exam scores than do students who study less material

Earl K. Stice; James D. Stice; Conan Albrecht

2020

Scholarcy highlights

  • We use student-level online resource usage data for students in four different introductory accounting courses to explore the impact on exam performance of both student study effort and students’ revealed preferences for reading text or watching video lectures
  • We find that students who study more material earn higher exam scores than do students who study less material
  • Our results demonstrate that at least for introductory accounting students, increased study effort does have a positive impact on exam performance
  • We appreciate the helpful suggestions from David Wood

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