Abstract

The authors present one university’s experience creating drop-in, peer tutorial services for students in an introductory accounting class. First, data suggest that students most in need of tutoring support used the services the least. Second, findings appear to support the existence of self-selection bias: 40% of the students who visited the Accounting Resource Center had cumulative GPAs greater than 3.0. These students averaged more visits and spent more time than students who ultimately received a D, F, or W for the course. Results indicate the Accounting Resource Center was used disproportionately more by students who have an established history of success at the university.

摘要

作者介绍了一所大学为会计入门课程的学生提供嵌入式，同伴辅导服务的经验。首先，数据表明，最需要辅导支持的学生使用的服务最少。其次，调查结果似乎支持自我选择偏向的存在：访问会计资源中心的学生中有40％的累积GPA大于3.0。与最终获得该课程的D，F或W的学生相比，这些学生的平均访问次数和花费的时间更多。结果表明，拥有大学成功历史的学生更多地使用了会计资源中心。