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Nelson, Robert E. Feller, Anita Louise 2015-09-25T19:56:10Z 2015-09-25T19:56:10Z 10000-01-01 1998 1998 Results of the study indicated there was no relationship between student aptitude, as measured by ACT scores and high school accounting, and overall performance using the case method. Evidence from scores on the preliminary solutions to the cases, coupled with achievement gains after instructor intervention, suggested that learning with the case method was instructor dependent. Low scores on the final solutions to the cases, together with evidence from key informant interviews, suggested that students were unable to master technical content using the case method. Both the statistical results and key informant interviews confirmed that students experienced difficulties in the introductory accounting course when using the case method. Made available in DSpace on 2015-09-25T19:56:10Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9904452.pdf: 3568558 bytes, checksum: b60717e2843839dd4875ec7890ad64be (MD5) Previous issue date: 1998 Embargo set by: Seth Robbins for item 81532 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 163 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1998. http://hdl.handle.net/2142/80250 (MiAaPQ)AAI9904452 eng Education, Higher Student Aptitude and Student Performance With the Case Study Method in College Level Introductory Accounting text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.