A NOTE ON THE ACADEMIC PERFORMANCE OF DEEP‐ELABORATIVE VERSUS SHALLOW‐REITERATIVE INFORMATION PROCESSING STUDENTS

Kim B. Tan · Freddie Choo

17 citations0/0 files storedAccounting and Finance

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Accounting Education and Careers Evaluation of Teaching Practices Educational Strategies and Epistemologies

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Abstract: This paper examines the impact of deep‐elaborative versus shallow‐reiterative information processing on students' academic performance. The results show that deep‐elaborative students out‐performed their shallow‐reiterative counterparts in management accounting and accounting information systems courses.

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1966The Scree Test For The Number Of Factors 1976ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS*1984Experiential Learning 1981The Modern American College 1979Individual differences in study processes and the Quality of Learning Outcomes 1961Conceptual Systems and Personality Organization 1979Student learning and perceptions of the academic environment 1977Development of a Self-Report Inventory for Assessing Individual Differences in Learning Processes

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