The effectiveness of usage of online multiple choice questions on student performance in introductory accounting

Massoudi, Dianne; Koh, Sze Kee; Hancock, Phillip J.; Fung, Lucia

Abstract

In this paper we investigate the effectiveness of an online learning resource for introductory financial accounting students using a suite of online multiple choice questions (MCQ) for summative and formative purposes. We found that the availability and use of an online resource resulted in improved examination performance for those students who actively used the online learning resource. Further, we found a positive relationship between formative MCQ and unit content related to challenging financial accounting concepts. However, better examination performance was also linked to other factors, such as prior academic performance, tutorial participation, and demographics, including gender and attending university as an international student.

Citation

Massoudi, D., Koh, S. K., Hancock, P. J., & Fung, L. (2017). The effectiveness of usage of online multiple choice questions on student performance in introductory accounting. Issues in Accounting Education, 32(4), 1-17. https://doi.org/10.2308/iace-51722

• Journal Article Type: Article
• Acceptance Date: Jan 1, 2017
• Online Publication Date: Feb 1, 2017
• Publication Date: Nov 1, 2017
• Deposit Date: May 20, 2021
• Journal: Issues in Accounting Education
• Print ISSN: 0739-3172
• Electronic ISSN: 1558-7983
• Publisher: American Accounting Association
• Peer Reviewed: Peer Reviewed
• Volume: 32
• Issue: 4
• Pages: 1-17
• DOI: https://doi.org/10.2308/iace-51722
• Keywords: Accounting; Education; multiple choice questions; formative assessment; summative assessment; online learning
• Public URL: https://uwe-repository.worktribe.com/output/7370475
• Related Public URLs: https://research-repository.uwa.edu.au/en/publications/the-effectiveness-of-usage-of-online-multiple-choice-questions-on