The Demand for Solutions: Feedback and Its Value in a Management Accounting Course

• In Event: Teaching, Learning, and Curriculum I

Abstract

Little effort has been expended to study the role of feedback in accounting education. While most educators presume that any information that corrects student thinking about the concepts of the discipline has value, such a belief has not been empirically verified. Using data generated by a computerized database that offered on-demand solutions to problems in a management accounting course, this research supports the conventional belief that students that access more feedback tend to perform at higher levels. However, the key mechanism appears to be the tendency for such feedback to trigger additional degrees of practice effort.

Author

• Timothy J. Fogarty, Case Western Reserve University