The effectiveness of a first-year module presented as an accelerated learning programme to repeating students for subsequent learning

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dc.contributor.authorOntong, Juan M.en_ZA
dc.contributor.authorBruwer, Armanden_ZA
dc.contributor.authorSchonken, Chrystalen_ZA
dc.date.accessioned2024-04-05T13:09:39Z
dc.date.available2024-04-05T13:09:39Z
dc.date.issued2022-12-23en_ZA
dc.descriptionThe original publication is available at: https://journals.ufs.ac.zaen_ZA
dc.description.abstractThe 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.en_ZA
dc.description.urihttps://journals.ufs.ac.za/index.php/pie/article/view/6469en_ZA
dc.description.versionPublisher’s versionen_ZA
dc.format.extent15 pages : illustrationsen_ZA
dc.identifier.citationOntong, 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.v40i4.6469en_ZA
dc.identifier.doi10.38140/pie.v40i4.6469en_ZA
dc.identifier.issn0258-2236 (print)en_ZA
dc.identifier.issn2519-593X (online)en_ZA
dc.identifier.orcid0000-0001-5097-8988en_ZA
dc.identifier.orcid0000-0002-0951-8397en_ZA
dc.identifier.orcid0000-0003-0447-2454en_ZA
dc.identifier.urihttps://scholar.sun.ac.za/handle/10019.1/129595
dc.language.isoen_ZAen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.rights.holderAuthors retain copyrighten_ZA
dc.subject.lcshAccelerated Learning Programmeen_ZA
dc.subject.lcshEducational acceleration -- Education (Higher)en_ZA
dc.subject.lcshLearning strategies -- Education (Higher)en_ZA
dc.titleThe effectiveness of a first-year module presented as an accelerated learning programme to repeating students for subsequent learningen_ZA
dc.typeArticleen_ZA
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Research Articles (School of Accountancy)