By Bill N. Schwartz, J. Edward Ketz
This can be a refereed, educational study annual designed to aid meet the desires of college participants drawn to how you can enhance their school room guide.
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Additional resources for Advances in Accounting Education: Teaching and Curriculum Innovations, Volume 7 (Advances in Accounting Education Teaching and Curriculum Innovations)
Results reported in Table 2 show that most of the univariate pair-wise correlation coefficients are not statistically significant. Of the 117 comparisons shown in Table 1, only six are statistically significant at the 5 percent level or lower when no adjustment is made for the number of pair-wise comparisons. However, when an adjustment is made for the large number of pair-wise comparisons, the correlations shown in Table 2 are not statistically significant at the 5 percent level. This suggests that the pre-post process is the factor that is driving the enhancement in the learning indicators observed in Table 1.
Students then completed a post-case survey that replicated the items in the pre-case survey. We embedded a direct learning measure in the course during semester 6, comparing 25 students’ pre- and post-simulation risk assessments to those of 28 experts. To assure anonymous responses, the department’s secretary collected all pre- and post-case surveys. The instructor received the pre- and post-responses, identified only by the last four digits of a student’s social security number, during week one of the following semester.
We developed a risk assessment instrument using the eleven sub-categories listed in SAS No. 99’s appendix for the fraud triangle, randomizing the order of these risk factors on the survey to reduce any ordering effect. We administered the instruments as a single direct learning assessment device, minimizing any possible Hawthorne effect. The instrument’s instructions stated that each factor was to be considered independent of the other 10 factors. The simulation presented the eleven risk factors under three client scenarios: (1) a long-term client (7 years) without prior audit problems, (2) a newer client without prior audit problems (2 years), and (3) a long-term client with a prior year audit problem (going concern issue).