A South African study comparing the effectiveness of computer-based learning materials and face-to-face teaching

This paper compares the effectiveness of in-house developed computer-based learning
(CBL) materials with face-to-face teaching. Two groups of higher education students
were randomly assigned to complete tutorial work in one highly structured topic of
introductory accounting using either CBL materials (treatment group) or face-to-face
teaching (control group). The effectiveness of both approaches was measured according
to the students’ performance in a class test, in relation to their prior accounting
knowledge and gender. The results showed that the students with no prior accounting
knowledge who completed the CBL materials achieved a significantly higher test mark
than the face-to-face teaching group. However, there was no significant difference in the
marks of the students with prior accounting knowledge, and there was no difference on
the basis of gender. The results of this South African study correspond to results in
existing literature in other countries, and contribute to the overall knowledge of the
effectiveness of CBL materials with respect to prior accounting knowledge and gender.