Self-assessment via a blended-learning strategy to improve performance in an accounting subject

Vanesa Gámiz Sánchez, Rosana Montes Soldado, María Carmen Pérez López


The General Accounting subject is on the curricula of five different bachelor’s degrees offered in the Faculty of Economics and Business at the University of Granada (UGR), Spain. In a coordinated way, all the lecturers involved in this subject have generated interactive materials and a methodology that allows students to undertake online self-assessment activities that are very similar to the final exam. Following a blended-learning methodology, General Accounting combines classroom education techniques with the use of information and communication technology (ICT) tools, and the students work to improve their grades. In the 2012/13 academic year, students on two of the degrees were consulted about their overall satisfaction with using this platform. From the results, we can highlight the positive appraisal of the interestingness and usefulness of activities on the platform. We also obtained a positive correlation between the students’ access to the activities and the grades obtained in them, and the final grades obtained in the subject.


higher education; blended-learning; self-regulated learning; Moodle; self-assessment


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