AAA Spark Meeting of the Regions

Fostering Classroom Success in Introductory Accounting with an Embedded Peer Tutor Model

• In Event: Roundtable Session I

Abstract

This project analyzes the impact of an imbedded peer tutor combined with intentional inclusive teaching elements to promote improved student success in ACCTG 211: Financial and Managerial Accounting for Decision Making. Historical student success rates of this class showed opportunity for improvement. Capitalizing on a campus tutor program and techniques discussed during faculty geared inclusive teaching workshops, this course was intentionally redesigned to encourage student help seeking behaviors by utilizing a peer tutor both during regular class session and outside of the classroom in the form of open study sessions and one-on-one tutoring appointment. Time of class content, exams, and assignments were strategically aligned to promote maximum student engagement between students, the tutor, and faculty.

To consider this impact, I have compared class success rates both throughout and at the conclusion of the Fall 2022 semester in which this initiate was executed, with prior semesters that did not include an embedded tutor but included substantially the same content and assessment criteria. Results of this semester show a higher average grade and unsolicited positive student feedback indicating potential as a useful model in promoting success of students in introductory accounting courses with opportunity for expanded application to other classes.

Author

• Angela M. Brown, The Pennsylvania State University