1. Quantum Tutors for the Accounting Cycle

2. Master the Accounting Cycle  Tutoring and homework help for students in principles, financial and managerial accounting  Topics include:  Transaction Analysis  Adjusting Entries  Financial Statement Preparation  Unlimited practice and real-time feedback on similar end-of-chapter textbook problems

3. Quantum Tutors It’s Just Like Working with a Real-Life Tutor!  Proven to maximize study effectiveness and increase test scores by at least a full letter grade  Unlimited practice on end-of-chapter problems just like the ones in the textbook (problems correlated by book, chapter and problem)  Detailed step-by-step feedback based on the student’s own work – understand why an answer is right or wrong  Immediate answers to student questions when the instructor is not available to help  Convenient Internet access – anytime, anywhere

4. Software Demonstration

5. Research Baldwin-Wallace College  Managerial Accounting Course  Textbook Group:28 Students  Tutor Group:30 Students  Transaction Analysis Problems from Wild FMA 2  Journal Entries and General Ledger  Study Design  Pre-Test:3 Problems  In-Class Assignment:2 Problems  Post-Test:3 Problems

6. Research Pre-TestPost-TestGain Textbook Group63.0%71.1%8.1% Tutor Group42.7%69.8%27.1% Difference20.3%1.3%19.0% The Tutor Group’s gain in accuracy was more than 3.5 times the gain of the Textbook Group Baldwin-Wallace College

7. Research University of Saskatchewan  Financial Accounting Course  68 Students – Quantum Tutor then Online Homework  71 Students – Online Homework then Quantum Tutor  Transaction Analysis Problems from Phillips FFA  Journal Entries and General Ledger  Study Design  Both groups completed a pre-test, homework assignment and post-test for balance sheet accounts  The groups switched and completed a homework assignment and a post-test for balance sheet and income statement accounts

8. Research University of Saskatchewan  The Quantum Tutor Group’s average test scores improved 1.9 times more than the Online Homework Group  When the Quantum Tutor was removed from the first group and given to the second group, the Tutor Group gained 2.6 times more than the Online Homework Group  The Quantum Tutor helped students with initially weaker performance to quickly catch up  Top performing students scored even higher after using the Quantum Tutor

9. Field Tested  Arapahoe Community College, Sara Harris  Baldwin-Wallace College, Linda Chase  Bloomsburg University, Jack Rude  Coastal Carolina Community College, Ann DeCapite  George Mason University, Connie Hylton  Green River Community College, Brenda Bindschatel  Oakland Community College, Meg Costello  University of Houston, Ron Lazer  University of Minnesota, David Johnson  University of North Florida, Diane Tanner  University of Toledo, Diane Marker  University of Saskatchewan, Fred Phillips  Westchester Community College, Sal Marino

10. Tutor Usage Avg. Time Spent (Minutes) Avg. No. Actions Taken Avg. No. Show Answer Avg. No. Student Attempts Avg. No. Questions Asked Transaction Analysis Tutor (Per Problem) 35.3339.832.3219.493.59 Students using the Quantum Tutors attempt to solve a problem 8.4 times more than asking the Tutor to simply “show the answer”

11. Survey Says…  99.0% of students surveyed ranked the Quantum Tutors as Very Helpful (53.5%) or Helpful (45.5%)  98.0% of students said they would recommend the Quantum Tutors to a friend  When asked what they liked best about the Quantum Tutors, students listed:  Instant step-by-step feedback on their own work  Immediate answers to questions  Ability to learn from their mistakes

12. Student Feedback  “I was able to use it to answer all of my questions. I would definitely use it again.”  “I found the tutoring program to be very helpful and I really liked how it gave me step-by-step assistance.”  “Although the Tutor did not immediately tell me the answer, it went about it in a methodical way to help me find the answer.”  “It tells you what you did wrong and why, and what you should have done. Gave me lots of practice!”

13. Instructor Feedback  “These are the same exact questions I get in class.”  “I appreciated that with every answer came a reinforcement of the concept that drives the answer.”  “I think this Tutor gives students the opportunity to develop more analytic skills. This, in turn, should improve performance because building a strong foundation is absolutely the key to successfully completing the introductory courses.”  “The Tutors are so simple and personal. Very appropriately directed answers ̶ simple and to the point.”

14. Quantum Tutors for the Accounting Cycle www.mhhe.com/accountingtutors