Abstract ABSTRACT: Prior research has shown that time-series models were able to make better predictions of prospective earnings by utilizing segmented data. Those results suggest that humans may be able to utilize segmented data to improve their forecasts. This study used analysts' forecasts to address this latter issue. Analyst forecast accuracy was evaluated before and after implementation of the SEC's line-of-business disclosure requirements that became effective in 1971. Three sample groups of companies were studied: multisegment firms that first reported segment earnings in 1971, multisegment firms that had voluntarily disclosed segment earnings data prior to 1971, and a group of single-segment firms that continued to report only on a consolidated basis. Analyst forecasts were evaluated for accuracy before and after mandatory segmented earnings reporting with a multivariate repeated measures ANOVA model. While it was found that both the mean and variance of forecast error decreased for all three groups, the most significant change was for multisegment firms without prior segment disclosures.

Abstract ABSTRACT: Two groups of introductory financial accounting students were given identical instructions to read and study assigned text materials prior to attending lectures and discussion. An experiment was then conducted throughout the semester in which a "pre-quiz" experimental group was given quizzes before lectures and discussion, while a "post-quiz" control group was given quizzes after. Examination results of these students were compared via an analysis of covariance. The primary hypothesis was that the "pre-quiz" group would perform significantly better on examinations than the "post-quiz" group. The secondary hypothesis of interest was that the "pre-quiz" group would have less favorable attitudes toward the course and/or the instructor than the "post-quiz" group. Results of the data analysis showed that the primary hypothesis was supported whereas the secondary hypothesis was not. Overall, the paper suggests that giving quizzes before lectures or discussion results in (1) more productive use of class time, and (2) more learning.

Abstract ABSTRACT: This paper compares students who studied accounting in high school (Group I) to those students who did not (Group II). Two questions were addressed. First, do Group I students outperform Group II students in the first college-level accounting course? Second, what impact does prior accounting education have on dropout behavior from the first college-level course? Data were compiled for 498 students enrolled in elementary financial accounting. The first question was addressed by performing an analysis of covariance with repeated measures on examination scores. Vocabulary and quantitative skills scores were used as the covariates. The second question was evaluated by analysis of total drop-outs and drop-out patterns. Overall, Group I students performed no differently on examinations than those in Group II. While they scored higher on early examinations, they scored less well later. There was no difference in drop-out rate, although Group I students tended to drop later in the semester.

Abstract ABSTRACT: This paper is an extension of prior research by Paretta and Chadwick [1975] that investigated the effect of question sequencing on examination performance. In this work, the investigation is broadened to trace the effects across all examinations in a course, as well as to examine effects on student attitudes and dropout behavior. A sample of elementary financial accounting students (n=414) was administered examinations throughout the semester that differed in the order of question difficulty. One-third took examinations with questions ordered easiest to hardest, one-third took examinations with random sequencing of questions, and one-third took examinations ordered hardest to easiest. Comparative examination scores, dropout statistics, and end-of-semester course evaluations were analyzed. No evidence was found to support the contention that question sequencing affected examination performance or dropout behavior from the class. Significant differences were observed, however, in student attitudes toward the course, instructor, and field of accounting.