Exploring learning outcomes in Financial accounting: a quasi-experimental study using Multiple Choice Question (MCQ) Test in blended learning environment

Abstract

This study investigates the multiple choice question (MCQ) assessment tool to measure the performance of undergraduate students in Social Science degree programs, in a small course setting by comparing the control group and the experimental class. The research is quantitative and 60 students participated in an experiment, 30 in the traditional and 30 in the blended class in a Business Administration department in Greece, in the Financial Accounting course of the second semester of studies. The findings of the research showed that the intervention of the blended teaching approach in the experimental class was positive and was an important factor in improving performance, giving a greater number of correct answers compared to the students who participated in the control group. The findings of this study contribute to the academic community by highlighting the possibilities provided by a multiple-choice knowledge test as an assessment method and how its application can contribute to the measurement of student performance in accounting subjects taught at university institutions. The originality and value lies in the design and implementation of the knowledge test in two different periods (beginning and end of the semester) in order to identify the level of "change" of students involved in blended learning environments.