Topical sequencing of questions and advance organizers impacting on students' examination performance

Dennis Togo

Accounting Education, 2002, vol. 11, issue 3, 203-216

Abstract: Educators are concerned that the topically-sequenced examination version lead to higher scores in comparison to a random version. It is reasoned that students benefit from having a topically-sequenced examination as it leads them to recall information in the same order in which they learned it. However, such studies have found mixed results when comparing these two versions of a common examination. This study also examines the use of advance organizers to facilitate learning. An advance organizer presents information at a higher level of abstraction, generalization, and inclusiveness than subsequent material to be learned. This study found the topically-sequenced version outperforming the random version over four examinations of a managerial accounting course. However, there were no detected main effects for advance organizers after controlling for differences in students, examinations, and the topically-sequenced versus random versions of the examinations. Yet, an interaction for the two versions of an examination and the degree that tested material relied on an advance organizer was found to influence examination performance. Further research into the use of advance organizers and their impact on academic performance is presented.

Keywords: Examination Performance; Sequencing Of Test Questions; Learning Benefits Of Advance; Organizers (search for similar items in EconPapers)
Date: 2002
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
http://www.tandfonline.com/doi/abs/10.1080/0963928022000025480 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:accted:v:11:y:2002:i:3:p:203-216

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/RAED20

DOI: 10.1080/0963928022000025480

Access Statistics for this article

Accounting Education is currently edited by Richard Wilson

More articles in Accounting Education from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().