Abstract
The authors examine whether students who completed a computer-based intervention program, designed to help them develop abilities and skills in introductory accounting, later declared accounting as a major. A sample of 1,341 students participated in the study, of which 74 completed the intervention program (computer-based assisted learning [CBAL]) and the rest did not (no computer-based assisted learning [NoCBAL]). The proportion of students who enrolled in an intermediate course and their mean grade point average, and the proportion that declared accounting as a major, were compared. The results show that a larger proportion of CBAL students declared accounting as a major compared to NoCBAL students.
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