Event Title

An Analysis of the Effectiveness of Collaborate Learning Methodology within Higher Education

Location

CSU 202

Start Date

16-4-2013 3:25 PM

End Date

16-4-2013 4:25 PM

Student's Major

Economics

Student's College

Social and Behavioral Sciences

Mentor's Name

Ihsuan Li

Mentor's Department

Economics

Mentor's College

Social and Behavioral Sciences

Description

This project investigates the long-run educational impact of increased use of non-lecture-based teaching methodology on the quality of university graduates as assessed by post-graduation scores attained on certified public accountant examinations. The study provides quantitative evidence based on actual data, instead of survey results, on whether non-lecture-based learning methodologies improve information retention. The following research questions are asked: Has GPA of graduating seniors improved with the introduction of non-lecture based classroom pedagogy? And if so, did the improved GPA positively impact post-graduate performance on standardized certification exams? To answer these questions, I use actual student data from Minnesota State University, Mankato, as well as CPA exam data obtained from the NASBA. The sample includes the last 20 years of alumni of the Minnesota State University Mankato. In the data set, I include unique, anonymous, identifying numbers for each graduate, as well as their major, graduation year, GPA, and percentage scores on attempted post-graduation certification exams. Other socio-economic, institutional, and personal background data pieces are used as control variables. The analysis of the data is performed at three levels: simple summary statistics; tests of sample mean and differences in means; tests of sample proportion and differences in proportions; and lastly, multiple variable regression analysis (Ordinary Least Square method). The analysis is performed using Stata software V.11. While in-class benefits from non-lecture-based learning techniques have been documented in controlled studies, long run information retention may be compromised in the process.

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Apr 16th, 3:25 PM Apr 16th, 4:25 PM

An Analysis of the Effectiveness of Collaborate Learning Methodology within Higher Education

CSU 202

This project investigates the long-run educational impact of increased use of non-lecture-based teaching methodology on the quality of university graduates as assessed by post-graduation scores attained on certified public accountant examinations. The study provides quantitative evidence based on actual data, instead of survey results, on whether non-lecture-based learning methodologies improve information retention. The following research questions are asked: Has GPA of graduating seniors improved with the introduction of non-lecture based classroom pedagogy? And if so, did the improved GPA positively impact post-graduate performance on standardized certification exams? To answer these questions, I use actual student data from Minnesota State University, Mankato, as well as CPA exam data obtained from the NASBA. The sample includes the last 20 years of alumni of the Minnesota State University Mankato. In the data set, I include unique, anonymous, identifying numbers for each graduate, as well as their major, graduation year, GPA, and percentage scores on attempted post-graduation certification exams. Other socio-economic, institutional, and personal background data pieces are used as control variables. The analysis of the data is performed at three levels: simple summary statistics; tests of sample mean and differences in means; tests of sample proportion and differences in proportions; and lastly, multiple variable regression analysis (Ordinary Least Square method). The analysis is performed using Stata software V.11. While in-class benefits from non-lecture-based learning techniques have been documented in controlled studies, long run information retention may be compromised in the process.

Recommended Citation

Petersen, Matthew. "An Analysis of the Effectiveness of Collaborate Learning Methodology within Higher Education." Undergraduate Research Symposium, Mankato, MN, April 16, 2013.
http://cornerstone.lib.mnsu.edu/urs/2013/oral-session-15/2