Comparative evaluation of a teaching innovation in accounting education: intensive learning in a seminar format

This paper reports a teaching innovation involving intensive learning and the evaluation of that innovation. A review of the literature reveals a lack of research about how effective intensive programmes are in enhancing student learning. In this study the performance of students studying accounting during an intensive summer-school in seminar format was compared with those studying during the regular semester in a lecture and tutorial format. Performance was compared by reference to students' grades and the understanding and retention of a key concept in the subject. Student study habits and the experiences of staff and students who participated in the summer-school were also evaluated. This study concluded that summer-school students' performance was better than regular semester students in the accounting subject studied. Their performance was equivalent or better than the regular semester students in the three other subjects studied in first semester. Summer-school students demonstrated a more complete understanding of a key concept than did the students in the regular semester, with this difference sustained after two years. There was a positive response to the summer-school by those staff and students who participated.