The Effect of Team-Based Active Learning and Embedded Tutors in the First Course in Accounting

Abstract

We evaluate the impact of teams-based active learning mode on student performance in the first course in accounting as compared to a traditional instructor-led passive mode. We find positive results for active learning mode, indicating its impact on the long-term knowledge retention. We also test the effect of embedded (in-class) peer-to-peer tutors in the active learning mode. The averages of all three exams of sections with embedded tutors are all significantly higher than those with no embedded tutors. When controlled for the time spent with traditional outside tutors, the role of the embedded tutors remains significant in Exam 1 and 2.