Knowledge that Transforms

[This study tests the effect of homework collection and quizzes on exam scores. Expectancy theory as modified by Porter and Lawler [1968] suggests that performance (a student's exam score) is dependent upon effort, abilities and traits, and role perception (regarding the class). An accounting instructor is able to influence a student's effort through assigning different tasks (teaching techniques) which may include homework collection or quizzes. In this study, a Latin square design allows several teaching techniques to be tested in four accounting classes and controls for possible bias in exam scores resulting from time of class and exam difficulty. Additionally, GPA is used as a covariate. The results indicate that the selected teaching techniques do not significantly affect exam scores.]

[This paper investigates the explanatory power of various measures that indicate the value of a firm's oil and gas properties. The empirical method relies on cross-sectional valuation models applied over the 1979-83 period. The evidence demonstrates that the primary statements' net book value data are highly significant in explaining the market value of oil and gas properties. This measure dominates the supplementary valuation measures supplied in firms' footnotes, including the "standardized present value" measure. The evidence also clearly shows that the market distinguishes rationally between the successful efforts and the full cost accounting methods.]