ADEPT LEARNING CYCLES USING STUDENT TUTORS IMPROVE PERFORMANCE OF INTRODUCTORY FINANCIAL ACCOUNTING STUDENTS

William S. Thomas
Sharon L. Bell
University of North Carolina at Pembroke
Craig D. Shoulders
Western Carolina University
ABSTRACT
This study reports on the use of Analysis of Diagnostic Exam Prompted Teaching
(ADEPT) Learning Cycles employing student tutors (peer tutors) as a surrogate for the professor
in implementing the system for introductory financial accounting classes. Based on required
diagnostic exams prepared by the professor, the peer tutors provided individual feedback to
students on their proficiency on selected topics. The peer tutors directed students on corrective
steps to resolve deficiencies or provided limited, immediate one-on-one tutoring to resolve them.
Students had to complete each diagnostic exam successfully (80% grade) before graded unit
exams.
The study examined whether applying the ADEPT system improved average test scores
and course grades in the introductory financial accounting course. The study reports statistically
significant improvement in exam scores and in final course grades using the ADEPT system (with
peer tutors). The results included an over fifty percent improvement in the C or better pass rate
required for students to proceed to the next accounting course. In addition to the expected positive
effects on retention of the enhanced success in the course, the results were achieved with a
minimal commitment of faculty time and at a low cost.