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Download full textXiong, Yan; Zhou, Haiyan; Ogilby, Suzanne M. – Journal of Education and Learning, 2014
This study analyzed how self-generated elaboration, instructor-assisted elaboration, and self-generated followed by instructor-assisted elaboration, affect accounting students' acquisition of procedural knowledge, intellectual skills, and their attitudes towards learning. The results indicate that the self-generated elaboration instructional…
Descriptors: Accounting, Learning, College Students, Student Attitudes
