This study explores the effect of implementing expert-developed concept maps and cooperative learning, as compared to direct instruction and cooperative learning, on student learning, experiences and perceptions.
Using a mixed-methods research design, data was collected to determine the impact of these combined instructional strategies on students learning as measured by examination scores. Surveys were used to gather data on students' thoughts and feelings towards group work and concept mapping. Finally, a pre- and post-survey was used to determine if instructional strategies impacted students' perceptions of accounting.
The results of the study show a significant difference in students learning as measured by examination scores between the treatment and control group. The majority of students reported a preference for group work as well as expert-developed concept maps. Overall students' perceptions of accounting declined in both the treatment and control group.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/42620 |
| Date | 20 November 2013 |
| Creators | Grech, Else |
| Contributors | Bennett, Barrie |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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