The effectiveness of a first-year module presented as an accelerated learning programme to repeating students for subsequent learning
Date
2022-12-23
Journal Title
Journal ISSN
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Publisher
University of the Free State
Abstract
The use of an accelerated learning programme as an intervention to allow failing students to repeat a module in an accelerated format instead of having to redo a module over a semester or academic year has various academic, economic, and social benefits. Accelerated learning programmes are, however, often criticised in the literature for surface learning that may influence subsequent learning. Using a quantitative approach, this study statistically analysed the grades achieved by three distinct groups of students for a first-year financial accounting module and their subsequent second-year financial accounting module. The study found no statistical difference between students who repeated a module over the traditional academic period and those who repeated the module in an accelerated format. This study contributes to the limited research on accelerated learning programmes for repeating a module. The results provide empirical evidence that supports the questioning of the notion that accelerated learning programmes only lead to surface learning, and results are presented that advocate for the implementation of accelerated learning programmes as an effective mode for repeating students to follow to achieve academic success, given the various benefits.
Description
The original publication is available at: https://journals.ufs.ac.za
Keywords
Citation
Ontong, J., Bruwer, A., & Schonken, C. 2022. The effectiveness of a first-year module presented as an accelerated learning programme to repeating students for subsequent learning. Perspectives in Education, 40(4):55–69 pages. doi.10.38140/pie.v40i4.6469