Instructional Fading and Student Performance in Principles of Accounting Instruction

Abstract

The effect of instructional fading on student performance in online accounting instruction using completion problems was investigated in this study. Instructional fading, defined as the gradual decreasing of prompts or cues, was used as a strategy to create germane cognitive load. The Instructional Fading Tool for Accounting Practice, a web-based application developed by the researchers, provided the instructional fading and sequencing of the information. The researchers created control and treatment groups based on low and high prior knowledge of accounting. Results indicated that the treatment group had a higher percentage of an increase in performance than the control group. In addition, students within the low-prior knowledge treatment group outperformed students in the other treatment group and two control groups. These findings suggest that using instructional fading along with completion problems in accounting instruction had a positive effect on performance especially for students with low levels of prior knowledge.

Keywords

cognitive load theory expertise reversal effect instructional fading learner prior knowledge online accounting instruction

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