|Published online: October 28, 2016||$US5.00|
This study is aimed at analyzing the effects of a disinhibition/relaxation experiment carried out during the final examination of a cost accounting course on students enrolled in the Business Management Bachelor’s degree. The experiment was conducted on two groups of students: The first group was taught using a teaching-based model and the second group was taught using a learning-based model. To this end, each of the groups was also divided into two subgroups—experimental (E) and control (C)—in order to determine the benefits of the technique. This study shows that a relaxation session prior to the administration of the test is positive, since it favors disinhibition before examination and improves academic performance, although not in a statistically significant way. However, students are not aware of these benefits. Therefore, it can be stated that training in cognitive behavioral strategies facilitates coping with stressful situations, but it is necessary to educate students beforehand about these advantages. Similarly, it is important, within the university context, to carry out primary and secondary prevention programs, in order to avoid this emotional deterioration.
|Keywords:||Higher Education, Active Methodologies, Academic Performance, Conventional Methodologies, Cost Accounting, Relaxation Experiment|
The International Journal of Assessment and Evaluation, Volume 23, Issue 4, December 2016, pp.43-52. Article: Print (Spiral Bound). Published online: October 28, 2016 (Article: Electronic (PDF File; 410.832KB)).
Lecturer, Didáctics and School Organization, University of Vigo, Pontevedra, Spain
Lecturer, Accounting and Finance, University of Vigo, Vigo, Galicia, Spain