Would incorporating blended learning in postgraduate accounting module impact on students' performance

Abstract

The fast-growing development in information technology as well as rising students` expectation of more personalities and flexible learning approach forces Higher Education institutions to incorporate new ways of delivery. This can be difficult with more technical subjects such as accounting, where lecturers' expertise and guidance play significant role in students' success. The aim of this paper is to investigate if embedding some of the blended learning tools in post-graduate accounting module for non-specialists would impact on students’ performance. Two models have been created to examine relation between specific blended learning tools and performance in specific assignments as well as the final module scores. The preliminary results have revealed that student engagement with Moodle activates and time spent in MyAccountingLab have a positive impact on the students` overall performance. The time spend in practicing the pre-tests does not impact on students' quizzes results, however there is a direct correlation between score achieved in the pre-tests and final results in MyAccountingLab. In addition, there is no correlation between age or sex of students and neither final quizzes scores nor the overall module performance